Education Statistics Digest 2016 - MOE · PREFACE . We are pleased to present the 2016 edition of the Education Statistics Digest. The Digest provides basic statistical information

EducationStatistics Digest

2016

Moulding The Future of Our Nation

SECTION 1: PRIMARY, SECONDARY AND PRE-UNIVERSITY EDUCATION, 2015 Summary Statistics

1 Number of Schools by Level and Type …………………………………………… 2

2 Students, Education Officers and Education Partners in Schools by Level…… 2

3 Summary Statistics on Education Officers ………………………………………. 3

Enrolment Statistics

4 Enrolment, Number of Classes and Class Size by Level ……………………….. 4

5 Primary Enrolment by Age and Level …………….……………………………….. 6

6 Secondary Enrolment by Age, Level and Course ……………………….………. 8

7 Junior College / Centralised Institute Enrolment by Age and Level ……….…… 10

Education Officers’ Statistics

8 Teachers’ Academic Qualification, Length of Service and Age by Level……… 12

9 Vice-Principals’ Academic Qualification, Length of Service and Age by Level.. 13

10 Principals’ Academic Qualification, Length of Service and Age by Level …….. 14

Private Schools

11 Statistics on Private Education Institutions …..…………………………………… 15

SECTION 2: POST-SECONDARY EDUCATION, 2015

12 Intake, Enrolment and Graduates of ITE by Course …………………………….. 18

13 Intake, Enrolment and Graduates of LASALLE and NAFA by Course ………... 19

14 Intake, Enrolment and Graduates of Polytechnics by Course …………………. 20

15 Intake, Enrolment and Graduates of Universities by Course …………………… 21

CONTENTS

Preface …………………………………………………………………………………..……. iv

Singapore Education Landscape (Infographic)..…………………………………………. v

Overview of the Education System .………………………………………………………... vi

Key Educational Indicators ………………………………………………………………….. xiv

SECTION 3: STATISTICAL SERIES

16 Number of Schools by Level and Type …………………………………....…… 24

17 Enrolment by Level and School Type ... …………………………………..…… 26

18 Primary Enrolment by Level and Stream ……..……………………………..…. 27

19.1 Secondary Enrolment by Level and Course …..……………………………..… 28

19.2 Secondary Enrolment by Level and Course ………….…………………….….. 29

20 Pre-University Enrolment by Level ……………………………………………… 30

21 Pre-University Enrolment by Course and Level..…………………………….… 32

22 Number of Teachers by Level and School Type ………………………………. 34

23 Intake: Universities, Polytechnics, LASALLE, NAFA and ITE …………..……. 36

24 Enrolment: Universities, Polytechnics, LASALLE, NAFA and ITE …………… 38

25 Graduates: Universities, Polytechnics, LASALLE, NAFA and ITE ……….….. 40

26 Government Development Expenditure on Education …………...................... 42

27 Government Recurrent Expenditure on Education ………………………….…. 44

28 Government Recurrent Expenditure on Education Per Student…................... 46

29 Percentage of PSLE Students Eligible for Express, Normal (Academic) and Normal (Technical) courses………………………………………………………..

47

30 Percentage of PSLE Students Who Scored A*-C in Standard English Language…………………………………………………………………………… 48

31 Percentage of PSLE Students Who Scored A* - C in Standard Mother Tongue Language……………………………………………………………….… 49

32 Percentage of PSLE Students Who Scored A* - C in in Standard Mathematics……………………………………………………………………….. 50

33 Percentage of PSLE Students Who Scored A* - C in Standard Science….… 51

34 Percentage of O-Level Students with At Least 3 O-Level Passes…………… 52

35 Percentage of O-Level Students with at Least 5 O-Level Passes…………… ……………….……...

53

36 Percentage of O-Level Students Who Passed English Language…………… 54

37 Percentage of O-Level Students Who Passed Mother Tongue Language…. 55

38 Percentage of O-Level Students Who Passed Mathematics……………….... 56

39 Percentage of A-Level Students with at Least 3 ‘A’ / ‘H2’ Passes & Pass in GP / K&I..………………………………………………………………………….

57 40 Percentage of A-Level Students Who Passed General Paper or Knowledge

and Inquiry………………………………………………………………………… 58

41 Percentage of A-Level Students Who Passed Mother Tongue Language at ‘AO’/‘H1’ Level……………………………………………………………………… 59

42 Percentage of P1 Cohort That Progressed to Post-Secondary Education … 60

APPENDICES

Milestones in the Education System ……………………………….……………… 62

Classification of Courses in ITE, Polytechnics, LASALLE, NAFA and Universities……………………………………………………………………………. 69

PREFACE

We are pleased to present the 2016 edition of the Education Statistics Digest.

The Digest provides basic statistical information on education in Singapore in 2015. This information includes data on schools, enrolment, teachers, educational outcomes and finances. The Digest is divided into three sections.

a. The first section contains statistics on primary, secondary and pre-university education.

b. The second section covers post-secondary education i.e. the Institute of Technical Education (ITE), the two publicly-funded arts institutes (LASALLE College of the Arts and Nanyang Academy of Fine Arts (NAFA)), the polytechnics and the autonomous universities.

c. The third section shows time series on major education indicators to give you a historical perspective of the developments and trends in education over the years.

You can download these statistics and more in machine-readable format on www.data.gov.sg. We hope you find this information useful. If you have any queries, please email [email protected]. MANAGEMENT INFORMATION BRANCH RESEARCH AND MANAGEMENT INFORMATION DIVISION MINISTRY OF EDUCATION, SINGAPORE OCTOBER 2016

iv

http://www.data.gov.sg/

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v

OVERVIEW OF SINGAPORE’S EDUCATION SYSTEM

Singapore's education system aims to bring out the best in every child by

enabling students to discover their talents, realise their full potential, and develop a passion for life-long learning. We seek to nurture the whole child, and help them develop an enduring core of competencies, values and character, to ensure that they have the capabilities and dispositions to thrive in the 21st century. Our multiple educational pathways cater to students with different strengths, interests and learning styles, developing each child to his full potential.

Our schools provide a rich diversity of learning experiences for our students. On top of building a strong foundation in literacy and numeracy, we also cater to their educational needs in physical, aesthetic, moral, social and emotional aspects and develop them holistically. Besides the academic curriculum, our students can develop their interest and talent in music, arts and sports through co-curricular programmes and outdoor education. These activities also give them opportunities to hone their leadership skills as well as social and emotional competencies. There are opportunities to contribute to communities around the school through various Values-in-Action programmes, which are an integral part of school life. In addition, our schools offer enrichment activities to cater to students’ learning interests, and education and career guidance that offer perspectives beyond the classroom.

All these learning experiences help cultivate in our students qualities such as creativity, confidence and compassion – life skills essential in a rapidly-changing world. They also gain values such as respect, responsibility, resilience, integrity, care and harmony, all of which are important for a cohesive multi-racial and multi-cultural society.

Bilingualism is a key feature of our education system. While most subjects are taught in English, all students also learn an official Mother Tongue Language. This equips them with the language competencies to access Asian cultures, and encourages them to appreciate their culture and heritage. It also enables them to connect with people from different backgrounds in a multi-cultural environment, to give them a competitive edge and thrive in a globalised world.

Teachers, allied educators and school leaders form the core of Singapore’s education system. We are committed to nurturing and motivating our teachers to grow and reach their personal and professional best, in line with their aspirations and interests. Our teachers receive comprehensive pre-service training at the National Institute of Education and have many opportunities for continual development to build up their capabilities as teaching professionals. This is complemented by the teacher academies, language institutes and learning communities, which help to foster a strong culture of dedication, collaborative learning and professional excellence.

Parents are our key partners in delivering a holistic education. Their involvement and support in school programmes is crucial. To this end, we encourage parents and the community to work together with schools to create a conducive learning environment in schools, at home and within the community.

vi

PRIMARY EDUCATION

At the primary level, students go through a compulsory six-year course designed to give them a strong educational foundation. This includes developing language and numeracy skills, building character and nurturing sound values and good habits.

Core to the primary education curriculum are English Language, Mathematics and Mother Tongue Language, which help our students to develop literacy and problem-solving skills – skills that will be useful even beyond school.

Students also take subjects like Art, Music, Character and Citizenship

Education, Social Studies and Physical Education. Science is introduced from Primary 3 onwards. These subjects expose our students to different areas of study at an early stage to allow them to discover their interests and talents, equip them holistically with a range of knowledge and skills, and provide teachable moments to develop in them the core values that define a person’s character and their sense of responsibility to society.

After the initial foundation stage (Primary 1 to Primary 4), students can take

English Language, Mathematics, Mother Tongue Language and Science at either the foundation or standard level at Primary 5 and Primary 6. Students who do well in their Mother Tongue Language may also offer Higher Mother Tongue Language. Throughout primary school, teachers consider the ability of their students in designing lessons and assessment tasks. Students therefore learn at a pace that best suits them.

Schools have programmes to level up students, to ensure that help is at hand

for students who need it. These programmes ensure that students are able to keep up with core subjects like English and Mathematics, regardless of their starting point. Students receive more attention through small-group teaching by specially trained teachers using structured teaching approaches that meet their learning needs. At the other end of the spectrum, we have the Gifted Education Programme (GEP) for high ability learners. Students with high ability in specific subjects who are not in the GEP can also benefit from the enriched learning derived from school-based and MOE-run activities during or after school hours.

We will continuously seek to make learning more enjoyable and meaningful for

students while developing the desired skills and values that will put them in good stead for the future. Over the next few years, we will place greater emphasis on engaging teaching methods and holistic assessment, and providing opportunities for lower primary students to try out more sports, outdoor education and arts activities through the Programme for Active Learning (PAL). Upper primary students can take part in the revised Junior Sports Academy programme to explore and discover their strength and passion in a range of sports.

At the end of Primary 6, students take the Primary School Leaving Examination (PSLE), which assesses their suitability for secondary education and places them in the secondary school course that matches their learning pace, ability and inclinations. Students can also seek admission to a secondary school based on their achievements

vii

and talents across a diverse range of areas (such as art and sports) through the Direct School Admission exercise. SECONDARY EDUCATION At the secondary level, we offer three core courses designed to match students’ learning abilities and interests.

Express Course. This is a four-year course leading to the Singapore-Cambridge General Certificate of Education (GCE) O-Level exam. Students learn English and Mother Tongue Languages,1 as well as Mathematics, the Sciences and the Humanities.

Normal (Academic) (N(A)) Course. This is a four-year course leading to the

GCE N(A)-Level exam. Students learn subjects similar to those in the Express course. Those who do well at the N(A)-Level will qualify for an additional year to prepare for the O-Level exam, or progress to Higher Nitec courses at the Institute of Technical Education (ITE). Selected students may sit for the O-Level exam in some subjects at Secondary 4, or bypass the N(A)-Level exam and progress directly to Secondary 5 to take the O-Level exam. Since 2013, students who do well at the N(A)-Level have two “through-train” pathways to the polytechnics – (i) a one-year Polytechnic Foundation Programme (PFP) and (ii) a two-year Direct-Entry-Scheme to Polytechnic Programme (DPP).

Normal (Technical) (N(T)) Course. This is a four-year course leading to the GCE

N(T)-Level exam. Students learn English and Mother Tongue Languages, Mathematics and subjects with technical or practical emphases, and the curriculum is regularly reviewed to enhance experiential and practice-oriented learning. Schools also offer Elective Modules, which cover a wide range of subjects including nursing, hospitality, digital animation and precision engineering.

While students may initially be placed in a particular course, there are

opportunities for lateral transfers mid-stream. Students in the N(A) and N(T) courses may also take more academically-challenging subjects at the upper secondary level if they perform well in these specific subjects. This flexibility is also being prototyped at the lower secondary level in 12 schools. The following schools form part of our diverse secondary school landscape, where there is a range of schools to suit the unique needs of every child:

Specialised Schools. NorthLight School, Assumption Pathway School, Crest Secondary School and Spectra Secondary School offer customised programmes for students who are inclined towards hands-on and practical learning, leading to a combination of academic and vocational qualifications.

1 Students can opt to study Mother Tongue at either the standard, higher or Syllabus B levels depending on their ability and eligibility.

viii

Specialised Independent Schools. The NUS High School of Mathematics and Sciences, School of Science and Technology, School of the Arts and Singapore Sports School develop students in areas such as Mathematics, the Sciences, the Arts and Sports at a higher level.

Integrated Programme. Some schools offer the Integrated Programme, a six-year programme for academically-strong students who prefer a more independent and less structured learning style. Students in this programme proceed to pre-university education without sitting for the O-Level exam. Given the strong academic aptitude of its students, the programme stretches the potential of its students in non-academic aspects by engaging them in broader learning experiences. Students sit for the pre-university exams at the end of six years.

Every secondary school will have an Applied Learning programme and a

Learning for Life programme by 2017 to complement their core academic and student development programmes. These programmes will offer students more opportunities to pursue learning in line with their interests, while helping them develop 21st century competencies through applying classroom learning to real-life issues, and acquire life-skills experiences in authentic contexts.

To promote the holistic development of our students, all secondary schools

have access to quality art and music programmes. In addition, the Art and Music Elective Programmes, as well as the Enhanced Art and Music Programmes, enable students with keen disposition and capability in art and music to further develop their passion and talent. The revised Physical Education syllabus will see students engaging in a wider range of physical activities and sports and develop character and values in the process. Outdoor Education will also be enhanced to imbue in students resilience, ruggedness, tenacity and the ability to work well in teams, through experiences that cannot be replicated in classrooms.

To help students make better informed education and career choices in school

and beyond, a more structured and comprehensive Education and Career Guidance (ECG) system is being put in place to provide relevant and timely support at different life stages. The ECG curriculum is being enhanced with the deployment of a professional core of ECG counsellors as well as an online ECG portal that offers customised profiling and assessment tools and resources, as well as information on the education, training and career options available to individuals at different life stages. ECG fairs are also organised in collaboration with industry partners and post-secondary education institutions to bring the world of work to students and teachers. POST-SECONDARY EDUCATION After Secondary 4 or Secondary 5, most students proceed to one of the following post-secondary education institutions.

Junior Colleges / Centralised Institute. Students can apply for pre-university education at the junior colleges (two-year course) or centralised institute (three-year course) leading to the GCE A-Level exam. These institutions offer a wide

ix

range of subjects. To ensure a good breadth of skills and knowledge, students take at least one contrasting subject, i.e. at least one subject from Mathematics and the Sciences and at least one subject from the Humanities and the Arts. To nurture social and emotional competencies and life skills, students are given ample opportunities to participate in Values-in-Action programmes that help them cultivate qualities such as initiative, leadership, social responsibility, and strength of character.

Polytechnics. Students with O-level certificates, the National ITE Certificate

(Nitec) or Higher National ITE Certificate (Higher Nitec) may apply for full-time diploma courses at any of the five polytechnics. Those with other qualifications such as A-level certificates may also be considered. The polytechnics offer a wide range of courses which equip students with industry-relevant skills, to prepare them for careers in fields such as engineering, applied sciences and biotechnology, info-communications, health sciences, early childhood education, business studies, accountancy, social sciences, mass communications, and digital media. Polytechnic graduates who wish to further their studies may be considered for admission to the universities based on their diploma qualifications.

Institute of Technical Education (ITE). Students with O- or N-Level

certificates can opt for full-time courses at ITE. These courses lead to the Nitec or Higher Nitec. Apart from full-time institutional training, students can also acquire skills certification through traineeship programmes conducted jointly by companies and ITE. In collaboration with overseas institutions, ITE offers Technical Engineer Diploma (TED) programmes in niche areas as another pathway for skills upgrading. ITE taps on industry expertise via its extensive partnerships and collaborations to ensure its graduates are well-equipped with skills needed by the industry. Those who are interested in furthering their education can also be considered for admission to the polytechnics based on their Nitec or Higher Nitec qualifications.

Arts Institutions. Students interested in the creative arts can enrol in

programmes offered by the LASALLE College of the Arts or the Nanyang Academy of Fine Arts (NAFA). These institutions offer a range of publicly-funded degree and diploma programmes in the visual and performing arts, such as music, theatre, dance, interior design and fashion design.

Universities Our universities prepare students not only for today’s economy but also for a future one with new jobs and challenges that do not exist today. There are six publicly-funded universities in Singapore, each of which are described below.

National University of Singapore (NUS) is a research-intensive university with 16 faculties and schools, including a music conservatory. Aside from traditional undergraduate programmes, NUS also offers other programmes such as the University Scholars Programme, which offers an inter-disciplinary academic experience, and a four-year liberal arts degree programme offered by the Yale-NUS College. NUS offers a wide range of graduate programmes, including

x

specialised graduate programmes offered by its Graduate School for Integrative Sciences and Engineering, the Saw Swee Hock School of Public Health, the Lee Kuan Yew School of Public Policy, and the Duke-NUS Graduate Medical School. NUS collaborates with other universities to enrich their undergraduates’ educational experience and student life through dual degree and other joint programmes, research opportunities, and student exchange programmes.

Nanyang Technological University (NTU) is a comprehensive, research-

intensive university with a strong focus on engineering, science, and technology. It has five Colleges offering undergraduate and postgraduate programmes in various areas, and five autonomous entities – the Chinese Heritage Centre, Earth Observatory of Singapore, National Institute of Education, S. Rajaratnam School of International Studies, and Singapore Centre for Environmental Life Sciences Engineering. NTU also has a medical school, the Lee Kong Chian School of Medicine, which was established in collaboration with Imperial College London and admitted its first batch of medical students in 2013. NTU collaborates with many overseas institutions to offer dual degree and other joint programmes, research opportunities, and student exchange programmes.

Singapore Management University (SMU) is styled after the Wharton School of

the University of Pennsylvania and offers undergraduate and postgraduate business and social science programmes at its six schools. SMU is known for its interactive pedagogy of seminar-style teaching in small class sizes. In addition to offering single degree programmes with a second major, SMU undergraduates may pursue a double degree at any of its six schools. SMU hosts a wide range of research activities focusing on the social sciences, including research institutes such as the Behavioural Sciences Institute.

Singapore University of Technology & Design (SUTD) was established in

collaboration with the Massachusetts Institute of Technology and Zhejiang University. It is a small, top-tier research-intensive university focusing on design education in engineering and architecture, and leverages its partner universities’ strong tradition of engineering excellence and entrepreneurial spirit. SUTD also hosts an International Design Centre (IDC) that conducts world-class research on technologically-intensive design. SUTD collaborates extensively with reputable universities and industry partners, both locally and overseas, to enhance student learning through meaningful student exchanges, internship and research opportunities, and joint/dual degree programmes.

Singapore Institute of Technology (SIT) offers degree programmes in

partnership with reputable overseas universities in sectors such as engineering and applied sciences, health sciences, design, and interactive digital media. SIT also offers its own applied degrees in sectors such as sustainable infrastructure engineering, pharmaceutical engineering, information & communications technology, hospitality, and accountancy.

SIM University (UniSIM) provides a distinct practice-oriented and applied

educational experience. It offers flexibility across different modes of learning for working professionals and adult learners to balance their career, family and

xi

academic priorities. It adopts an admissions model that takes into account prior learning and work experience, and its diverse student profile allows fresh school leavers to take classes alongside more mature part-time students with work experience, which provides a rich and unique learning experience. In addition to its diverse range of part-time degree programmes, UniSIM began offering full-time degree programmes in 2014. It currently offers full-time degree programmes in accountancy, marketing, finance, and human resource management.

LIFELONG LEARNING

Learning does not end after individuals enter the workforce. Adults who wish to deepen their skills or acquire new ones can undergo continual learning in post-secondary education institutions. These institutions provide a wide range of learning options for adults, which help to address manpower and skills gaps, support industry development and job creation, facilitate education and career transition via various pathways, and enable the workforce to stay employable amidst rapid shifts in the economic landscape.

ITE offers part-time Nitec, Higher Nitec, Specialist Nitec and ITE Skills Certificate courses. They are offered in six-month-long modules, giving participants the flexibility to sign up for training based on their needs. Adult learners can also undergo on-the-job (OJT) training at companies that are Certified OJT Centres, as well as attend in-house courses conducted by ITE’s Approved Training Centres. ITE also conducts skills evaluation tests for experienced workers, in addition to instructional skills and related programmes for industry trainers. For adult learners who wish to resume or continue with academic upgrading at the secondary level, ITE offers MOE-subsidised lessons from Secondary One Normal to N- and O-Level under its General Education Programme.

The polytechnics offer part-time programmes at diploma and post-diploma level,

covering areas such as engineering, environmental technology, chemical processes, pharmaceuticals, electronics, construction, aerospace, marine & offshore, logistics, business, accounting & finance, security, infocomm technology & digital media, early childhood education, healthcare, sports, retail and tourism.

Part-time diploma courses are designed to be modular and more compact than

full-time diploma courses, to provide more flexible and accessible upgrading opportunities for adults with working experience.

Post-diploma courses cater to working professionals who are diploma or

degree holders. They are modular, shorter in duration than diploma courses, and mostly designed for part-time study. These include the Advanced Diploma and Specialist Diploma courses that cater to adults seeking to deepen their skills and knowledge in the field they are trained or practising in, and Diploma (Conversion) courses that cater to adults seeking training in a different discipline so as to facilitate career switches.

The universities offer part-time degree courses at both undergraduate and

postgraduate levels. NUS offers part-time undergraduate programmes leading to a

xii

Bachelor of Technology. NTU offers part-time Bachelor of Engineering programmes as well as modular courses leading to Specialist Modular Certificates, which may be stackable towards a degree in Engineering if the student subsequently enrols in a full degree programme. Both universities also offer part-time postgraduate courses for degree holders. UniSIM offers a range of more than 50 part-time undergraduate and postgraduate courses in arts and social sciences, business, human development & social services and science & technology.

With SkillsFuture, more options to encourage lifelong learning are being made available for all Singaporeans. Fresh polytechnic and ITE graduates have access to SkillsFuture Earn and Learn Programmes (ELPs), which are work-study programmes featuring both workplace-based learning and institution-based instruction. The ELPs provide polytechnic and ITE graduates with more opportunities to build on the skills and knowledge they acquired in school after graduation, and to better support their transition into the workforce. This gives them a head-start in careers related to their discipline of study.

Skills-Based Modular Courses provide a more flexible and bite-sized learning

option for working adults, who can tap on these courses to obtain targeted, just-in-time training to help them stay responsive to a changing workplace. Individuals will be able to customise a learning pathway that best suits their needs, without having to pursue a full qualification programme.

. . . . .

xiii

KEY EDUCATIONAL INDICATORS

A. i) Percentage of Primary 1 (P1) cohort who:

ii) Percentage of Primary 1 (P1) cohort admitted to:

Percentage of P1 Cohort :1 2010 2011 2012 2013 2014 2015

(a) who sat for the PSLE2 and are eligible for Express, Normal (Academic) and Normal (Technical) courses

97.9 97.9 97.9 97.8 97.9

98.3

(b) who had at least 5 N-Level passes or 3 O-Level passes 87.8 88.9 88.5 88.9 88.8

89.8

(c) Admitted to:3

(i) Nitec / Higher Nitec courses (full-time) 20.6 21.0 20.8 22.4 23.6 24.5

(ii) Publicly-funded diploma courses (full-time) 4 46.9 47.5 47.7 47.5 47.3 47.3

(iii) Pre-university courses 27.5 27.0 27.7 28.1 27.8 27.6

(iv) Publicly-funded degree courses (full-time) 5 26.4 27.7 28.8 29.1 30.0 32.3

xiv

Notes: 1. Figures for 2011 – 2015 are preliminary. 2. For a given year, the statistics are calculated based on the P1 cohort that would typically sit for these exams in that year. For example, for 2015, the percentage of the P1 cohort who sat for the PSLE and are eligible for Express, Normal (Academic) and Normal (Technical) courses is calculated based on the cohort that entered P1 in 2010, and the percentage of the P1 cohort that had at least 5 N-Level or 3 O-Level passes is calculated based on the cohort that entered P1 in 2006. These figures may be different from those shown in Tables 29 to 41 as the latter are based on exam candidatures and not P1 cohorts i.e. they would include students who enter the school system after P1 and exclude those who left the country after P1. 3. Students who enrol in one course may progress subsequently to another course and are accounted for under both types of courses. For example, polytechnic students who progress to university will be accounted for under both publicly-funded diploma and degree courses. Figures for indicators (c(i)) to (c(iii)) are based on P1 cohorts from 10 years prior while indicator (c(iv)) is based on P1 cohort from 12 years prior to the year of reporting.

4. Publicly-funded diploma courses are offered by the five Polytechnics, ITE, LASALLE College of the Arts and Nanyang Academy of Fine Arts (NAFA). 5. Publicly-funded degree courses are offered by NUS, NTU, SMU, SUTD, SIT, UniSIM, LASALLE and NAFA.

B. Ratio of Students to Teaching Staff

Note: 1. Figures for secondary schools include students and teachers in Government, Government Aided, Independent, Specialised Independent and Specialised schools.

2010 2011 2012 2013 2014 2015

Primary 19.3 18.6 17.7 16.5 16.5 16.0

Secondary 16.1 14.8 13.9 13.2 12.5 12.2

xv

Type of

School

Total

Government

Govt-Aided

IndependentSpecialised IndependentSpecialised

Note: 1) Mixed Level schools comprise Primary & Secondary Schools (P1-S4/5) and Secondary & Junior College Schools (S1-JC2). For type of school, Mixed Level schools are reflected according to their secondary section while their primary section may be of a different type. For example, if the secondary section is an independent school and its primary section is government-aided, the school will be reflected in the table above as an independent Mixed Level school.

Primary Secondary Mixed Level2

Junior College /

Centralised

Institute

Total

Total Female Total Female Total Female Total Female Total Female

Enrolment 231,933 112,786 166,573 82,198 37,010 16,991 19,181 10,388 454,697 222,363

Teacher 14,566 11,817 13,467 8,710 3,056 1,876 2,016 1,184 33,105 23,587

Vice-Principal 296 200 286 143 49 25 26 9 657 377

Principal 190 144 156 81 16 9 16 10 378 244

Education Partners

3,062 2,280 3,430 2,142 945 594 328 229 7,765 5,245

Note: 1) Education Partners are non-Education Officers such as Vice-Principals (Admin), Administrative Managers, Administrative Executives, Allied Educators, Technical Support Officers, Operations Managers, Operations Support Officers and Corporate Support Officers. It excludes contract cleaners and security guards.

2) Mixed Level schools comprise Primary & Secondary Schools (P1-S4/5) and Secondary & Junior College Schools (S1-JC2).

4

182 154 16 14 366

274

76

8

4

4 0

10

4

0

0

0

4

3

6

3

1 NUMBER OF SCHOOLS BY LEVEL AND TYPE, 2015

141

41

2 STUDENTS, EDUCATION OFFICERS AND EP1 IN SCHOOLS BY LEVEL, 2015

Primary Secondary Mixed Level1

Junior College /

Centralised

Institute

Total

0

0

0

119

28

2

1

2

QualificationTeacher Vice-Principal Principal All

Total Female Total Female Total Female Total Female

Graduate 28,542 19,911 643 367 374 241 29,559 20,519

Non-grad 4,563 3,676 14 10 4 3 4,581 3,689

Graduate 11,134 9,002 289 196 186 141 11,609 9,339

Non-grad 3,780 3,112 14 10 4 3 3,798 3,125

Graduate 7,907 6,329 215 142 146 111 8,268 6,582 Non-grad 2,833 2,288 11 8 2 1 2,846 2,297 Graduate 3,227 2,673 74 54 40 30 3,341 2,757 Non-grad 947 824 3 2 2 2 952 828

Graduate 14,434 9,213 315 155 164 88 14,913 9,456

Non-grad 773 560 0 0 0 0 773 560

Graduate 10,014 6,358 225 106 121 65 10,360 6,529 Non-grad 527 417 0 0 0 0 527 417 Graduate 2,832 1,881 60 31 31 16 2,923 1,928 Non-grad 135 108 0 0 0 0 135 108

Independent Graduate 1,046 675 21 14 4 4 1,071 693 Non-grad 18 10 0 0 0 0 18 10 Graduate 345 199 4 1 4 3 353 203 Non-grad 8 4 0 0 0 0 8 4

Specialised Graduate 197 100 5 3 4 0 206 103 Non-grad 85 21 0 0 0 0 85 21

Graduate 2,974 1,696 39 16 24 12 3,037 1,724

Non-grad 10 4 0 0 0 0 10 4

Government Graduate 1,808 1,051 24 7 16 10 1,848 1,068 Non-grad 6 2 0 0 0 0 6 2 Graduate 611 352 7 4 4 2 622 358 Non-grad 2 1 0 0 0 0 2 1 Graduate 555 293 8 5 4 0 567 298 Non-grad 2 1 0 0 0 0 2 1

Note: 1) The above excludes 1,257 officers in HQ (of which 856 are female), 1,068 on various leave (of whom 950 are female), 242 on secondment to other institutions (of whom 160 are female) and 313 studying at NIE (of whom 251 are female).

2) Officers in Mixed Level schools are classified according to the level they teach or the level they are trained in.

Government

3 SUMMARY STATISTICS ON EDUCATION OFFICERS, 2015

Level / Type

of School

Total

Primary

Government

Govt-Aided

Secondary

Govt-Aided

Independent

Govt-Aided

Specialised Independent

Junior College /

Centralised

Institute

3

Level Enrolment No. of Classes Average Class Size

Total 454,697 13,894 32.7

Primary 239,102 7,141 33.5

Pri 1 40,063 1,365 29.4

Pri 2 40,774 1,383 29.5

Pri 3 40,199 1,086 37.0

Pri 4 39,461 1,086 36.3

Pri 5 39,094 1,104 35.4

Pri 6 39,511 1,117 35.4

Secondary 186,036 5,431 34.3

Sec 1 42,217 1,191 35.4

Sec 2 43,256 1,228 35.2

Sec 3 49,202 1,408 34.9

Sec 4 45,413 1,353 33.6

Sec 5 5,948 251 23.7

Junior College / Centralised

Institute29,559 1,322 22.4

JC 1 / Pre-U 1 14,512 640 22.7

JC 2 / Pre-U 2 14,675 670 21.9

Pre-U 3 372 12 31.0

Note:

2) Students in Mixed Level schools are classified according to the level they are in.

4 ENROLMENT, NUMBER OF CLASSES AND CLASS SIZE BY LEVEL, 2015

1) Class size is the average number of students per class, calculated by dividing the number of students enrolled by the number of classes in that level. The classes here refer to form classes only. Pupil-Teacher Ratio (PTR), on the other hand, is the number of primary/secondary pupils divided by the number of teachers in primary/secondary schools.

4

40,063 40,774 40,199 39,461 39,094 39,511

0

10,000

20,000

30,000

40,000

50,000

Pri 1 Pri 2 Pri 3 Pri 4 Pri 5 Pri 6

PRIMARY ENROLMENT BY LEVEL, 2015 (Refer to Table 5)

20,22220,727 20,384 19,993 20,027 19,786

1,068

19,498 19,811 19,381 19,088 18,904 18,846

860220

0

10,000

20,000

30,000

40,000

50,000

6 & Below 7 8 9 10 11 12 13 & Above

PRIMARY ENROLMENT BY AGE, 2015 (Refer to Table 5)

Male Female

5

≤ 6 7 8 9 10 11 12 13 14 ≥ 15 Total

MF 39,720 40,538 39,765 39,081 38,931 38,632 1,928 466 34 7 239,102

F 19,498 19,811 19,381 19,088 18,904 18,846 860 207 10 3 116,608

Pri 1 MF 39,719 324 19 1 0 0 0 0 0 0 40,063

F 19,497 124 11 1 0 0 0 0 0 0 19,633

Pri 2 MF 1 40,213 483 70 6 1 0 0 0 0 40,774

F 1 19,686 188 35 2 0 0 0 0 0 19,912

Pri 3 MF 0 1 39,262 765 159 11 1 0 0 0 40,199

F 0 1 19,182 334 74 1 0 0 0 0 19,592

Pri 4 MF 0 0 1 38,244 943 254 17 2 0 0 39,461

F 0 0 0 18,717 434 114 8 0 0 0 19,273

Pri 5 MF 0 0 0 1 37,822 918 321 30 2 0 39,094

F 0 0 0 1 18,393 407 145 17 1 0 18,964

Pri 6 MF 0 0 0 0 1 37,448 1,589 434 32 7 39,511

F 0 0 0 0 1 18,324 707 190 9 3 19,234

Note : Age is as at the start of the year.

5 PRIMARY ENROLMENT BY AGE AND LEVEL, 2015

Total

Level SexAge (in years)

6

26,736 27,719 30,007 28,115

9,972 10,141 13,222 11,784

5,948

5,509 5,396

5,973 5,514

0

10,000

20,000

30,000

40,000

50,000

60,000

Sec 1 Sec 2 Sec 3 Sec 4 Sec 5

SECONDARY ENROLMENT BY LEVEL AND COURSE, 2015(Refer to Table 6)

Express Normal(A) Normal(T)

20,157 21,418 24,756 23,022

5,481 1,152 262

19,326 20,169 22,967 21,317

4,854 933

222 0

10,000

20,000

30,000

40,000

50,000

60,000

12 13 14 15 16 17 18 & AboveAge

SECONDARY ENROLMENT BY AGE, 2015 (Refer to Table 6)

Male Female

7

≤ 12 13 14 15 16 17 18 19 ≥ 20 Total

MF 39,483 41,587 47,723 44,339 10,335 2,085 411 66 7 186,036

F 19,326 20,169 22,967 21,317 4,854 933 184 35 3 89,788

Secondary 1 MF 39,482 1,910 730 82 13 0 0 0 0 42,217

F 19,325 889 336 35 3 0 0 0 0 20,588

Express MF 25,466 822 431 16 1 0 0 0 0 26,736 F 13,221 411 200 9 0 0 0 0 0 13,841

Normal(A) MF 9,330 466 150 23 3 0 0 0 0 9,972 F 4,256 222 72 6 0 0 0 0 0 4,556

Normal(T) MF 4,686 622 149 43 9 0 0 0 0 5,509 F 1,848 256 64 20 3 0 0 0 0 2,191

Secondary 2 MF 1 39,674 2,496 932 120 30 3 0 0 43,256

F 1 19,277 1,103 450 46 15 1 0 0 20,893

Express MF 1 25,946 1,147 572 46 7 0 0 0 27,719 F 1 13,279 567 288 16 4 0 0 0 14,155

Normal(A) MF 0 9,218 673 206 35 9 0 0 0 10,141 F 0 4,388 288 97 14 4 0 0 0 4,791

Normal(T) MF 0 4,510 676 154 39 14 3 0 0 5,396 F 0 1,610 248 65 16 7 1 0 0 1,947

Secondary 3 MF 0 3 44,493 3,342 1,149 186 28 1 0 49,202

F 0 3 21,524 1,434 519 67 7 1 0 23,555

Express MF 0 3 27,722 1,574 632 65 11 0 0 30,007 F 0 3 14,373 781 335 33 5 0 0 15,530

Normal(A) MF 0 0 11,712 1,089 338 69 14 0 0 13,222 F 0 0 5,398 384 126 18 1 0 0 5,927

Normal(T) MF 0 0 5,059 679 179 52 3 1 0 5,973 F 0 0 1,753 269 58 16 1 1 0 2,098

Secondary 4 MF 0 0 4 39,983 3,885 1,286 218 37 0 45,413

F 0 0 4 19,398 1,676 607 109 19 0 21,813

Express MF 0 0 4 25,250 1,954 772 120 15 0 28,115 F 0 0 4 12,959 967 403 71 7 0 14,411

Normal(A) MF 0 0 0 10,197 1,160 352 64 11 0 11,784 F 0 0 0 4,823 441 139 27 6 0 5,436

Normal(T) MF 0 0 0 4,536 771 162 34 11 0 5,514 F 0 0 0 1,616 268 65 11 6 0 1,966

Secondary 5 MF 0 0 0 0 5,168 583 162 28 7 5,948

F 0 0 0 0 2,610 244 67 15 3 2,939

Note:1) Normal(T) figures include students on the ITE Skills Certificate course in Specialised Schools to equip them with employable skills for entry into the workforce or further training.2) All Secondary 5 students are in the Normal (Academic) course.3) Includes Government, Govt-Aided, Independent, Specialised Independent and Specialised schools. 4) Age is as at the start of the year.

6 SECONDARY ENROLMENT BY AGE, LEVEL AND COURSE, 2015

Age (in years)

Total

Level & Course Sex

8

14,512 14,675

372 0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

JC 1 / Pre-U 1 JC 2 / Pre-U 2 Pre-U 3

JUNIOR COLLEGE / CENTRALISED INSTITUTE ENROLMENT BY LEVEL, 2015 (Refer to Table 7)

5,523 6,419

1,281 314 55

6,579

7,525

1,481

316 66 0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

16 & Below 17 18 19 20 & Above

JUNIOR COLLEGE / CENTRALISED INSTITUTE ENROLMENT BY AGE, 2015 (Refer to Table 7)

Male FemaleAge

9

≤ 16 17 18 19 20 ≥ 21 Total

MF 12,102 13,944 2,762 630 100 21 29,559

F 6,579 7,525 1,481 316 57 9 15,967

JC 1 / Pre-U 1 MF 12,096 1,911 434 61 10 0 14,512

F 6,576 1,010 215 30 3 0 7,834

JC 2 / Pre-U 2 MF 6 12,033 2,117 456 53 10 14,675

F 3 6,515 1,133 220 34 6 7,911

Pre-U 3 MF 0 0 211 113 37 11 372

F 0 0 133 66 20 3 222

Note :

1) Includes pre-university students such as those in Years 5 and 6 of the Integrated Programme.2) Includes Government, Govt-Aided, Independent and Specialised Independent schools. 3) Age is as at the start of the year.

Level Sex

Total

Age (in years)

7 JUNIOR COLLEGE / CENTRALISED INSTITUTE ENROLMENT BY AGE AND LEVEL, 2015

10

Total

Male

Female

Total

Male

Female

543 95 448

4,020

792

3,228

12,837

3,105

9,732

10,954

3,766

7,188

4,751

1,760

2,991

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

Total Male Female

TEACHERS BY ACADEMIC QUALIFICATION, 2015 (Refer to Table 8)

O-Level A-Level/Dip. Pass Degree Honours Degree Postgraduate

9,491

2,984

6,507

8,281

2,577

5,704 6,403

1,837

4,566 4,200

1,223

2,977

2,080

449

1,631 1,109

225

884 1,541 1,541

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

10,000

Total Male Female

TEACHERS BY LENGTH OF SERVICE, 2015 (Refer to Table 8)

0-4 5-9 10-14 15-19 20-24 25-29 30 & Above (in years)

639 18

621

6,139

1,329

4,810

6,734

1,990

4,744

6,375

2,101

4,274

5,241

1,790

3,451 3,357

1,039

2,318 2,003

586

1,417

2,617

665

1,952

0

2,000

4,000

6,000

8,000

Total Male Female

TEACHERS BY AGE, 2015 (Refer to Table 8)

24 & Below 25-29 30-34 35-39 40-44 45-49 50-54 55 & Above (in years)

11

Primary Secondary Total


Total 14,914 12,114 15,207 9,773 2,984 1,700 33,105 23,587

Academic Qualification

GCE O-Level 432 383 110 65 1 0 543 448

GCE A-Level/Diploma 3,348 2,729 663 495 9 4 4,020 3,228

Pass Degree 6,025 5,044 6,320 4,378 492 310 12,837 9,732

Honours Degree 3,579 2,782 5,641 3,397 1,734 1,009 10,954 7,188

Masters Degree 1,518 1,168 2,408 1,403 694 353 4,620 2,924

PhD 12 8 65 35 54 24 131 67.

Length of Service (in years)

0 - 4 3,867 3,030 4,744 2,982 880 495 9,491 6,507

5 - 9 3,522 2,742 4,016 2,538 743 424 8,281 5,704

10 - 14 3,167 2,565 2,655 1,678 581 323 6,403 4,566

15 - 19 2,129 1,776 1,746 1,032 325 169 4,200 2,977

20 - 24 1,110 975 808 571 162 85 2,080 1,631

25 - 29 460 413 513 394 136 77 1,109 884

30 & Above 659 613 725 578 157 127 1,541 1,318

Age (in years)

24 & Below 266 259 334 325 39 37 639 621

25 - 29 2,377 2,055 3,207 2,385 555 370 6,139 4,810

30 - 34 2,981 2,332 3,055 2,005 698 407 6,734 4,744

35 - 39 2,949 2,346 2,828 1,631 598 297 6,375 4,274

40 - 44 2,610 2,032 2,229 1,225 402 194 5,241 3,451

45 - 49 1,705 1,396 1,406 803 246 119 3,357 2,318

50 - 54 888 721 935 589 180 107 2,003 1,417

55 & Above 1,138 973 1,213 810 266 169 2,617 1,952

8 TEACHERS' ACADEMIC QUALIFICATION, LENGTH OF SERVICE AND AGE BY LEVEL, 2015

Junior College /

Centralised Institute

12

Primary Secondary Total


Total 303 206 315 155 39 16 657 377


GCE A-Level / Diploma 14 10 0 0 0 0 14 10

Pass Degree 100 76 76 44 5 3 181 123

Honours Degree 47 31 91 32 11 4 149 67

Masters Degree 140 88 145 79 23 9 308 176

PhD 2 1 3 0 0 0 5 1


0 - 9 13 7 11 3 4 2 28 12

10 - 14 33 17 76 23 16 3 125 43

15 - 19 120 71 81 35 9 3 210 109

20 - 24 65 52 55 30 3 2 123 84

25 - 29 26 22 42 27 3 2 71 51

30 & Above 46 37 50 37 4 4 100 78

Age (in years)

29 & below 0 0 0 0 0 0 0 0

30 - 34 6 5 8 6 2 2 16 13

35 - 39 36 26 58 21 18 5 112 52

40 - 44 113 70 87 38 8 2 208 110

45 - 49 68 43 63 28 4 2 135 73

50 - 54 46 35 46 29 5 3 97 67

55 & Above 34 27 53 33 2 2 89 62

9 VICE-PRINCIPALS' ACADEMIC QUALIFICATION, LENGTH OF SERVICE AND AGE BY LEVEL, 2015

Junior College /

Centralised Institute

13

Primary SecondaryJunior College /

Centralised InstituteTotal


Total 190 144 164 88 24 12 378 244


GCE A-Level / Diploma 4 3 0 0 0 0 4 3

Pass Degree 55 44 28 17 1 0 84 61

Honours Degree 24 17 39 21 4 2 67 40

Masters Degree 106 79 97 50 16 10 219 139

PhD 1 1 0 0 3 0 4 1


0 - 9 1 1 5 2 0 0 6 3

10 - 14 8 6 9 1 0 0 17 7

15 - 19 36 23 52 22 2 1 90 46

20 - 24 46 35 33 20 1 1 80 56

25 - 29 39 30 26 17 5 1 70 48

30 & Above 60 49 39 26 16 9 115 84

Age (in years)

29 & Below 0 0 0 0 0 0 0 0

30 - 34 0 0 0 0 0 0 0 0

35 - 39 7 7 8 4 0 0 15 11

40 - 44 38 26 52 26 2 1 92 53

45 - 49 51 39 38 19 1 1 90 59

50 - 54 40 31 26 15 4 2 70 48

55 & Above 54 41 40 24 17 8 111 73

10 PRINCIPALS' ACADEMIC QUALIFICATION, LENGTH OF SERVICE AND AGE BY LEVEL, 2015

14

Enrolment

Type of Institution Full-Time Part-Time Total

Total Female Total Female Total Female

Total 29 11,865 5,324 - - 11,865 5,324

6 3,651 2,347 - - 3,651 2,347

Privately Funded School2 3 2,673 1,297 - - 2,673 1,297

Special Education School3 20 5,541 1,680 - - 5,541 1,680

Teaching Staff

Type of Institution Full-Time Part-Time Total


Total 29 1,507 1,174 7 6 1,514 1,180

6 228 166 0 0 228 166

Privately Funded School 3 276 159 7 6 283 165

Special Education School 20 1,003 849 - - 1,003 849

Note : 1) The figures include only private education institutions registered with MOE. 2) Privately-Funded Schools (PFS) offer education at the secondary and/or junior college levels and are aimed primarily at Singapore residents who may prefer an alternative curriculum and qualification. 3) The figures include only government-funded special education schools. 4) Private kindergartens are not included in these tables.

11 STATISTICS1 ON PRIVATE EDUCATION INSTITUTIONS, 2015

Full-time Islamic Religious School (Madrasah)

Full-time Islamic Religious School (Madrasah)

Number of

Institutions

Number of

Institutions

15

SECTION 2

Post-Secondary Education


Total 14,173 5,204 29,295 11,267 13,351 5,140

Applied & Health Sciences 1,173 733 2,523 1,594 1,274 815

Business & Services 3,633 2,184 8,010 5,048 3,528 2,223

Design & Media 933 466 1,565 798 705 355

Engineering 4,486 623 9,045 1,287 3,966 554

Electronics & Infocomm Technology 3,383 891 6,927 1,873 3,266 868

Hospitality 565 307 1,225 667 612 325

1) Refer to the Appendix for the classification of courses.

12 INTAKE, ENROLMENT AND GRADUATES OF ITE BY COURSE (FULL-TIME), 2015

CoursesIntake Enrolment Graduates

1,173

3,633

933

4,486

3,383

565

2,523

8,010

1,565

9,045

6,927

1,225 1,274

3,528

705

3,966

3,266

612

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

10,000

Applied & HealthSciences

Business & Services Design & Media Engineering Electronics &Infocomm

Technology

Hospitality

Intake Enrolment Graduates

18


Total 1,243 826 3,279 2,248 963 654

Business & Administration 69 51 213 162 73 56

Design & Applied Arts 678 467 1,891 1,327 596 412

Fine & Performing Arts 419 274 1,028 686 271 171

Media Production 77 34 147 73 23 15

Note: 1) Figures for LASALLE College of the Arts and the Nanyang Academy of Fine Arts (NAFA) are for full-time diploma courses only. 2) Intake includes direct entry to second and subsequent years. 3) Refer to the Appendix for the classification of courses.

13 INTAKE, ENROLMENT AND GRADUATES OF LASALLE AND NAFA BY COURSE (FULL-TIME), 2015


69

678

419

77

213

1,891

1,028

14773

596

271

230

200

400

600

800

1,000

1,200

1,400

1,600

1,800

2,000

Business & Administration Design & Applied Arts Fine & Performing Arts Media Production


19


Total 24,251 11,775 76,865 36,985 24,631 11,981

Applied Arts 1,739 1,021 5,473 3,186 1,708 977

Architecture, Building & Real Estate 670 390 2,217 1,283 715 396

Business & Administration 4,871 3,062 16,293 10,062 5,455 3,384

Education 340 319 977 911 292 274

Engineering Sciences 7,317 1,705 22,181 5,064 6,967 1,659

Health Sciences 2,690 1,996 7,960 5,794 2,297 1,693

Humanities & Social Sciences 330 248 1,047 773 343 257

Information Technology 3,037 1,074 10,023 3,629 3,413 1,298

Law 116 73 390 222 126 71

Mass Communication 609 456 2,033 1,496 644 470

Science & Related Technologies 1,415 864 4,564 2,817 1,477 919

Services 1,117 567 3,707 1,748 1,194 583

Note: 1) Intake, enrolment and graduate figures refer to diploma courses only. Intake excludes students on Polytechnic Foundation Programme. 2) Intake includes direct entry to second year. 3) Refer to the Appendix for the classification of courses.

14 INTAKE, ENROLMENT AND GRADUATES OF POLYTECHNICS BY COURSE (FULL-TIME), 2015


1,739670

4,871

340

7,317

2,690

330

3,037

116 609 1,415 1,117

5,473

2,217

16,293

977

22,181

7,960

1,047

10,023

3902,033

4,5643,707

1,708715

5,455

292

6,967

2,297

343

3,413

126 6441,477 1,194


20


Total 18,126 9,192 64,303 32,890 15,236 7,547

Accountancy 1,470 830 4,723 2,684 1,036 556Architecture, Building & Real Estate 419 262 1,973 1,189 539 351Business & Administration 2,120 1,272 7,138 4,027 1,619 848Dentistry 54 34 219 134 51 32Education 294 247 955 751 401 305Engineering Sciences 4,934 1,429 16,677 4,970 4,374 1,296Fine & Applied Arts 466 244 1,599 934 420 233Health Sciences 569 417 1,567 1,126 481 353Humanities & Social Sciences 3,191 2,158 11,915 8,054 2,193 1,450Information Technology 1,247 389 4,541 1,492 1,066 377Law 405 171 1,550 706 355 168Mass Communication 221 181 776 602 172 130Medicine 390 176 1,719 859 252 115Natural, Physical & Mathematical Sciences 2,147 1,288 8,226 4,989 1,935 1,145Services 199 94 725 373 342 188

Note: 1) Refers to National University of Singapore, Nanyang Technological University, Singapore Management University, Singapore Institute of Technology, Singapore University of Technology & Design and SIM University.

2) Intake, enrolment and graduates figures refer to full-time first degree only. 3) Intake figures include students who entered directly into second and subsequent years. 4) Refer to the Appendix for the classification of courses.

15 INTAKE, ENROLMENT AND GRADUATES OF UNIVERSITIES1

BY COURSE (FULL-TIME), 2015


1,470

419

2,120

54 294

4,934

466 569

3,191

1,247405 221 390

2,147

199

4,723

1,973

7,138

219955

16,677

1,599 1,567

11,915

4,541

1,550

776

1,719

8,226

7251,036

539

1,619

51401

4,374

420 481

2,193

1,066

355172 252

1,935

342

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000


21

SECTION 3

Statistical Series

NU

MB

ER

OF

SC

HO

OL

S B

Y L

EV

EL

(R

efe

r to

Ta

ble

16

)

Pri

mary

Seco

nd

ary

0

20

40

60

80

10

0

120

14

0

16

0

18

0

20

0 200

6200

7200

8200

9201

0201

1201

2201

3201

4201

5

Prim

ary

Sec

onda

ryM

ixed

Lev

elP

re-U

nive

rsity

23

Sp

ec

Sp

ec

Ind

ep

Ind

ep

Go

vt

Aid

ed

Ind

ep

1960

16

524

841

327

21-

--

481

31-

-32

--

--

-49

319

70

198

190

388

6817

--

-85

-30

--

301

--

-1

504

1980

19

911

431

384

23-

--

107

-23

--

232

5-

-7

(19)

450

1990

15

743

200

102

274

--

133

-7

2-

99

5-

418

(25)

360

2000

15

540

195

123

286

--

157

-4

2-

610

5-

217

375

2006

13

141

172

122

284

1-

155

53

41

138

41

114

354

2007

12

941

170

120

284

11

154

53

41

138

41

114

351

2008

13

341

174

120

284

11

154

53

42

148

41

114

356

2009

13

141

172

120

283

12

154

53

52

158

4-

113

354

2010

13

241

173

120

283

22

155

53

52

158

4-

113

356

2011

13

341

174

119

283

22

154

53

52

158

4-

113

356

2012

13

441

175

119

283

22

154

53

52

158

4-

113

357

2013

14

141

182

119

282

23

154

43

62

159

4-

114

365

2014

14

441

185

119

282

14

154

43

63

169

4-

114

369

2015

14

141

182

119

282

14

154

43

63

169

4-

114

366

Not

e:

2) T

he fi

rst j

unio

r col

lege

(Nat

iona

l Jun

ior C

olle

ge) w

as o

pene

d in

196

9.

3) C

entra

lised

Inst

itute

, whi

ch p

rovi

des

a 3-

year

pre

-uni

vers

ity c

ours

e le

adin

g to

A-le

vel c

ertif

icat

ion,

was

intro

duce

d in

198

7.

4) F

igur

es e

xclu

de th

e nu

mbe

r of P

re-U

cen

tres,

whi

ch a

re in

dica

ted

in p

aren

thes

es. I

ntro

duce

d in

197

9, P

re-U

cen

tres

are

scho

ols

that

o

ffer a

3-y

ear p

re-u

nive

rsity

cou

rse

lead

ing

to A

-leve

l cer

tific

atio

n. T

hey

wer

e ph

ased

out

in 1

995

due

to fa

lling

dem

and.

5) "

Spe

c In

dep"

refe

rs to

"Spe

cial

ised

Inde

pend

ent"

and

"Spe

c'd"

refe

rs to

"Spe

cial

ised

".

16

N

UM

BE

R O

F S

CH

OO

LS

BY

LE

VE

L A

ND

TY

PE

Year

Pri

mary

Seco

nd

ary

Mix

ed

Level1

Aid

ed

Gra

nd

To

tal

Go

vt

To

tal4

Pre

-Un

ivers

ity

To

tal

Sp

ec'd

To

tal

Aid

ed

and

Upp

er S

econ

dary

and

Jun

ior C

olle

ge (S

3-JC

2). F

igur

es p

rior t

o 20

04 re

fer o

nly

to P

rimar

y an

d S

econ

dary

Sch

ools

. Fig

ures

are

Go

vt

To

tal

clas

sifie

d by

type

acc

ordi

ng to

thei

r sec

onda

ry s

ectio

ns.

Ind

ep

Aid

ed

1)

Mix

ed L

evel

com

pris

es P

rimar

y &

Sec

onda

ry S

choo

ls (P

1-S

4/5)

, Sec

onda

ry &

Jun

ior C

olle

ge S

choo

ls (S

1-JC

2);

Ce

ntr

alised

Insti

tute

3G

ovt

Ind

ep

Ju

nio

r C

olleg

e2

24

20

07

2008

20

09

2010

2011

2012

2013

2014

2015

EN

RO

LM

EN

T B

Y L

EV

EL

(R

efe

r to

Tab

le 1

7)

0

50,0

00

100

,00

0

150

,00

0

200

,00

0

250

,00

0

300

,00

0 200

62

00

72

00

82

00

92

01

02

01

12

01

22

01

32

01

42

01

5

Prim

ary

Sec

onda

ryP

re-U

nive

rsity

25

Go

vt

Aid

ed

To

tal

Go

vt

Aid

ed

Au

toIn

de

pT

ota

lG

ovt

Aid

ed

Au

toIn

de

pT

ota

l

19

60

MF

13

9,9

32

14

3,1

04

28

3,0

36

26

,30

02

4,6

23

--

-5

0,9

23

1,2

98

3,8

30

--

5,1

28

33

9,0

87

F

61,6

3663

,430

125,

066

8,48

411

,607

--

-20

,091

330

1,44

2-

-1,

772

146,

929

19

70

MF

23

3,6

92

12

9,1

50

36

2,8

42

97

,99

73

5,4

08

--

-1

33

,40

55

,87

73

,99

1-

-9

,86

85

06

,11

5

F

108,

947

60,4

7216

9,41

946

,472

18,8

30-

--

65,3

022,

664

1,62

7-

-4,

291

239,

012

19

80

MF

21

4,1

87

77

,32

32

91

,51

01

15

,18

54

0,3

48

--

-1

55

,53

39

,82

66

,44

6-

-1

6,2

72

46

3,3

15

F

101,

232

37,9

7113

9,20

357

,734

21,0

34-

--

78,7

685,

799

3,81

9-

-9,

618

227,

589

19

90

MF

19

5,9

94

61

,76

32

57

,75

71

16

,69

33

5,5

89

-8

,26

0-

16

0,5

42

21

,10

78

,10

7-

-2

9,2

14

44

7,5

13

F

91,7

4730

,437

122,

184

56,7

4120

,036

-1,

654

-78

,431

12,1

104,

268

--

16,3

7821

6,99

32

00

0M

F2

23

,27

28

2,4

33

30

5,7

05

11

0,1

54

27

,90

22

5,2

62

12

,08

7-

17

5,4

05

16

,45

28

,35

2-

-2

4,8

04

50

5,9

14

F

106,

443

40,9

6414

7,40

750

,805

13,6

5914

,075

5,31

5-

83,8

549,

141

4,36

5-

-13

,506

244,

767

20

06

MF

20

6,1

23

78

,47

72

84

,60

01

36

,04

72

7,2

40

38

,05

31

3,7

57

-2

15

,09

71

8,9

33

7,0

67

-4

,72

63

0,7

26

53

0,4

23

F

97,6

8939

,273

136,

962

63,3

4811

,762

22,9

155,

941

-10

3,96

610

,428

3,79

4-

2,31

216

,534

257,

462

20

07

MF

20

6,6

78

78

,37

02

85

,04

81

37

,62

62

7,4

71

38

,27

01

4,6

95

-2

18

,06

21

9,0

95

6,9

49

12

85

,45

53

1,6

27

53

4,7

37

F

97,7

1039

,299

137,

009

64,0

9411

,765

23,0

056,

270

-10

5,13

410

,608

3,88

893

2,55

717

,146

259,

289

Go

vt

Aid

ed

To

tal

Go

vt

Aid

ed

In

de

pS

pe

cS

pe

c'd

To

tal

Go

vt

Aid

ed

Ind

ep

Sp

ec

To

tal

Ind

ep

Ind

ep

20

08

MF

20

2,5

47

76

,72

52

79

,27

21

58

,32

84

3,4

90

13

,22

51

,36

76

71

21

7,0

81

19

,84

56

,94

75

,61

11

76

32

,57

95

28

,93

2

F

95,7

6338

,643

134,

406

76,1

7021

,856

5,79

663

121

210

4,66

511

,162

3,86

42,

639

8417

,749

256,

820

20

09

MF

19

6,8

30

75

,42

42

72

,25

41

57

,90

44

3,3

67

13

,30

91

,56

71

,08

32

17

,23

01

9,4

78

6,7

12

5,6

57

26

33

2,1

10

52

1,5

94

F

93,1

4538

,181

131,

326

75,8

4921

,814

5,85

075

236

110

4,62

611

,152

3,65

32,

668

9617

,569

253,

521

20

10

MF

18

9,9

99

73

,90

72

63

,90

61

55

,03

34

2,9

34

13

,26

01

,95

31

,20

82

14

,38

81

9,4

40

6,8

77

5,7

17

38

63

2,4

20

51

0,7

14

F

90,0

3037

,507

127,

537

74,4

3721

,661

5,82

494

541

210

3,27

911

,100

3,81

62,

717

136

17,7

6924

8,58

52

01

1M

F1

85

,45

17

2,8

42

25

8,2

93

14

8,9

12

42

,41

21

3,1

18

2,2

12

1,3

20

20

7,9

74

19

,13

86

,82

15

,82

45

13

32

,29

64

98

,56

3

F

87,8

5836

,953

124,

811

71,5

3721

,546

5,78

91,

024

450

100,

346

10,8

023,

742

2,78

223

917

,565

242,

722

20

12

MF

18

0,8

29

71

,90

62

52

,73

51

43

,94

34

1,6

20

13

,02

42

,46

51

,46

82

02

,52

01

9,0

35

6,6

18

5,8

11

62

33

2,0

87

48

7,3

42

F

85,8

3736

,617

122,

454

69,2

4021

,119

5,72

31,

119

522

97,7

2310

,834

3,53

62,

809

332

17,5

1123

7,68

82

01

3M

F1

73

,72

17

0,3

24

24

4,0

45

13

9,5

42

40

,45

61

2,7

59

2,6

93

1,7

15

19

7,1

65

19

,10

96

,54

55

,88

16

30

32

,16

54

73

,37

5

F

82,6

9235

,930

118,

622

67,2

6920

,512

5,61

91,

200

617

95,2

1710

,797

3,45

62,

874

328

17,4

5523

1,29

42

01

4M

F1

71

,97

56

9,7

08

24

1,6

83

13

3,1

03

39

,55

51

2,5

85

2,6

99

2,1

65

19

0,1

07

18

,75

56

,27

85

,90

86

72

31

,61

34

63

,40

3

F

81,9

1235

,791

117,

703

64,0

4920

,036

5,58

51,

211

783

91,6

6410

,474

3,33

02,

870

361

17,0

3522

6,40

22

01

5M

F1

69

,97

26

9,1

30

23

9,1

02

12

9,8

11

38

,59

41

2,3

99

2,6

70

2,5

62

18

6,0

36

17

,47

65

,65

95

,71

77

07

29

,55

94

54

,69

7

F

81,0

8735

,521

116,

608

62,6

2619

,502

5,55

21,

200

908

89,7

889,

722

3,08

52,

775

385

15,9

6722

2,36

3

Not

e:

1) S

ince

200

8, A

uton

omou

s sc

hool

s (A

uto)

hav

e be

en g

roup

ed u

nder

Gov

ernm

ent a

nd G

over

nmen

t-aid

ed s

choo

ls.

2) P

re-U

nive

rsity

incl

udes

Jun

ior C

olle

ges,

Cen

tralis

ed In

stitu

te a

nd P

re-U

cen

tres.

Pre

-Un

ive

rsit

yG

ran

d

To

tal

17

E

NR

OL

ME

NT

BY

LE

VE

L A

ND

SC

HO

OL

TY

PE

Ye

ar

Se

xP

rim

ary

Se

co

nd

ary

26

No

rmE

xtd

Mo

no

No

rmE

xtd

Mo

no

No

rm E

xtd

Mo

no

1960

MF

60,0

49

59,0

52

51,0

87

43,3

95

-

-

38,2

41

-

-

31,2

12

-

-

283,0

36

F28

,100

26,6

79

22

,424

18,5

94

-

-16

,484

-

-

12,7

85

-

-12

5,06

6

1970

MF

55,5

57

55,0

70

57,5

85

59,4

40

-

-

60,2

72

-

-

74,9

18

-

-

362,8

42

F26

,856

26,5

33

27

,307

27,9

70

-

-28

,408

-

-

32,3

45

-

-16

9,41

9

1980

MF

46,3

77

49,6

55

47,4

95

45,9

94

4,6

70

2,1

89

45,3

74

-

-

49,7

56

-

-

291,5

10

F22

,460

23,8

00

22

,595

22,0

15

1,

657

65

0

22

,011

-

-

24,0

15

-

-13

9,20

3

1990

MF

39,3

17

41,5

82

41,2

54

36,0

86

2,6

20

1,6

95

33,4

44

5,1

55

1,6

43

32,5

08

3,9

81

2,0

66

257,7

57 2

F18

,803

19,7

89

19

,787

17,7

73

1,

001

56

3

16

,384

2,17

8

584

16

,324

1,68

9

726

12

2,18

4

E

M1

EM

2

EM

3

EM

1

EM

2

EM

3

2000

MF

50,2

04

49,8

44

50,0

19

52,1

16

-

-

10,2

38

34,3

69

4,1

42

9,2

39

36,9

59

8,5

75

305,7

05

F24

,215

24,1

44

24

,254

25,1

56

-

-5,

639

16

,238

1,55

8

5,

170

17

,757

3,27

6

14

7,40

7

E

M3

EM

3

2006

MF

43,9

14

43,6

52

47,6

97

49,3

68

-

-

3,1

16

5,5

55

284,6

00

F21

,016

21,0

80

23

,017

23,7

51

-

-1,

112

1,97

4

13

6,96

2

2007

MF

47,9

64

44,3

70

44,5

02

48,3

45

-

-

3,1

66

5,2

49

285,0

48

F23

,018

21,2

50

21

,492

23,3

26

-

-1,

072

1,84

5

13

7,00

9

2008

MF

42,8

80

47,9

94

45,0

19

44,9

26

-

-

-5,3

90

279,2

72

F20

,678

23,0

22

21

,597

21,7

16

-

--

1,89

3

13

4,40

6

2009

MF

42,4

89

42,7

65

48,2

18

45,2

00

-

-

--

272,2

54

F20

,659

20,6

62

23

,111

21,6

92

-

--

-13

1,32

6

2010

MF

39,5

95

42,4

05

43,0

22

48,4

18

-

-

--

263,9

06

F19

,274

20,6

35

20

,798

23,2

24

-

--

-12

7,53

7

2011

MF

39,2

95

39,4

92

42,5

42

43,1

65

-

-

--

258,2

93

F18

,991

19,2

52

20

,712

20,8

33

-

--

-12

4,81

1

2012

MF

39,5

82

39,2

58

39,6

10

42,6

52

-

-

--

252,7

35

F19

,300

18,9

94

19

,310

20,7

80

-

--

-12

2,45

4

2013

MF

40,1

68

39,4

07

39,2

73

39,5

10

-

-

--

244,0

45

F19

,566

19,2

32

19

,013

19,2

79

-

--

-11

8,62

2

2014

MF

40,9

27

40,1

79

39,4

40

39,2

52

-

-

--

241,6

83

F19

,962

19,5

79

19

,245

19,0

30

-

--

-11

7,70

3

2015

MF

40,0

63

40,7

74

40,1

99

39,4

61

-

-

--

239,1

02

F19

,633

19,9

12

19

,592

19,2

73

-

--

-11

6,60

8

Not

e:

1) T

he c

hann

ellin

g of

Prim

ary

3 st

uden

ts in

to P

rimar

y 4

Nor

mal

, Ext

ende

d an

d M

onol

ingu

al s

tream

s w

as re

plac

ed in

199

2 by

cha

nnel

ling

at P

rimar

y 4

into

P

rimar

y 5

EM

1, E

M2

and

EM

3 st

ream

s.2)

Tot

al p

rimar

y en

rolm

ent i

nclu

des

Prim

ary

7 an

d P

rimar

y 8

stud

ents

from

the

Ext

ende

d an

d M

onol

ingu

al s

tream

s.3)

Sin

ce 2

004,

the

dist

inct

ion

betw

een

the

EM

1 an

d E

M2

stre

ams

have

bee

n re

mov

ed a

nd s

choo

ls w

ere

give

n th

e au

tono

my

to d

ecid

e on

how

bes

t to

band

thei

r stu

dent

s

by

abilit

y, in

way

s th

at a

dded

the

mos

t edu

catio

nal v

alue

. Sin

ce 2

008,

Sub

ject

-bas

ed B

andi

ng w

as in

trodu

ced

for t

he P

rimar

y 5

coho

rt an

d st

ream

ing

was

rem

oved

. With

Sub

ject

-bas

ed B

andi

ng, s

tude

nts

are

able

to o

ffer a

mix

of S

tand

ard

or F

ound

atio

n le

vel s

ubje

cts

depe

ndin

g on

thei

r apt

itude

in e

ach

subj

ect.

45,1

41

21,6

8045,3

25

21,9

26

48,7

93

44,7

89

Merg

ed

Str

eam

M

erg

ed

Str

eam

22,5

7946,1

98

45,1

00

22,4

33

44,7

56

21,6

8523

,517

22,1

4022

,866

22,1

9348,3

07

23,3

07

48,5

91

23,2

8343,0

42

20,7

87

45,5

18

21,8

5848,2

81

23,1

65

43,3

03

20,8

8042,3

84

20,6

52

18

P

RIM

AR

Y E

NR

OL

ME

NT

BY

LE

VE

L A

ND

ST

RE

AM

Year

Sex

Pri

1P

ri 2

Pri

3T

ota

lP

rim

ary

4P

rim

ary

5P

rim

ary

6

44,8

34

46,6

18

39,5

11

19,2

3439,0

94

18,9

64

42,6

08

20,7

1939,2

77

19,1

68

27

Sp

ecia

lE

xp

ress

1N

orm

al

(Acad

)

No

rmal

(Tech

)T

ota

lS

pecia

lE

xp

ress

1N

orm

al

(Acad

)

No

rmal

(Tech

)T

ota

lS

pecia

lE

xp

ress

No

rmal

(Acad

)

No

rmal

(Tech

)T

ota

l

1960

MF

-20,8

42

--

20,8

42

-13,0

48

--

13,0

48

-9,3

33

--

9,3

33

F-

8,04

0

-

-8,

040

-5,

597

--

5,59

7

-

3,71

0

-

-3,

710

1970

MF

-38,2

00

--

38,2

00

-36,9

70

--

36,9

70

-30,4

85

--

30,4

85

F-

18,8

86

--

18,8

86

-17

,701

-

-17

,701

-

15,0

71

--

15,0

71

1980

MF

1,5

11

45,4

89

--

47,0

00

1,7

37

39,0

68

--

40,8

05

-34,8

03

--

34,8

03

F80

022

,509

-

-23

,309

97

8

19,7

65

--

20,7

43

-17

,860

-

-17

,860

1990

MF

2,3

54

20,1

13

13,2

92

-35,7

59

2,2

78

22,3

36

13,1

67

-37,7

81

2,2

28

21,5

03

12,6

23

-36,3

54

F1,

133

10,0

27

6,27

9

-

17,4

39

1,13

4

11

,114

6,

093

-18

,341

1,

092

10

,790

5,

897

-17

,779

2000

MF

4,1

82

22,5

85

9,8

55

7,7

95

44,4

17

3,7

66

19,9

39

9,4

72

5,8

08

38,9

85

4,3

29

22,5

73

10,6

09

5,9

75

43,4

86

F2,

239

11,3

01

4,68

7

3,

160

21,3

87

1,99

7

10

,126

4,

270

2,35

9

18

,752

2,

262

11

,353

4,

738

2,38

6

20

,739

2006

MF

4,2

62

26,9

73

12,4

19

7,1

18

50,7

72

4,3

16

26,7

47

13,1

91

6,5

53

50,8

07

5,1

55

27,5

41

13,5

57

6,7

74

53,0

27

F2,

324

13,8

50

5,74

6

2,

619

24,5

39

2,47

5

13

,707

6,

043

2,36

5

24

,590

2,

934

14

,121

5,

956

2,51

9

25

,530

2007

MF

4,2

38

27,3

96

11,9

81

7,0

72

50,6

87

4,2

77

27,4

73

13,2

82

6,9

94

52,0

26

4,8

18

27,8

56

14,3

86

6,6

00

53,6

60

F2,

380

13,8

92

5,64

0

2,

593

24,5

05

2,34

6

14

,201

6,

059

2,53

0

25

,136

2,

698

14

,281

6,

386

2,36

4

25

,729

2008

MF

-30,8

73

12,8

11

6,5

30

50,2

14

4,1

56

27,7

81

12,8

79

7,0

14

51,8

30

4,7

51

28,4

56

14,4

81

6,8

69

54,5

57

F-

15,9

58

5,95

6

2,

210

24,1

24

2,34

9

14

,251

5,

976

2,51

8

25

,094

2,

574

14

,743

6,

373

2,47

8

26

,168

2009

MF

-30,8

08

12,4

89

6,7

86

50,0

83

-31,1

59

13,4

45

6,4

39

51,0

43

4,6

26

28,9

59

13,9

32

6,9

23

54,4

40

F-

15,8

82

5,81

1

2,

384

24,0

77

-16

,222

6,

143

2,17

2

24

,537

2,

572

14

,919

6,

214

2,46

1

26

,166

2010

MF

-29,7

85

12,3

94

6,4

91

48,6

70

-31,2

96

12,9

78

6,6

61

50,9

35

-32,9

33

14,0

48

6,1

97

53,1

78

F-

15,4

17

5,83

2

2,

260

23,5

09

-16

,230

6,

023

2,28

5

24

,538

-

17,1

40

6,28

7

2,

047

25,4

74

2011

MF

-27,7

32

11,4

36

6,0

45

45,2

13

-30,2

26

12,8

82

6,2

48

49,3

56

-32,8

69

13,5

79

6,5

13

52,9

61

F-

14,2

40

5,47

5

2,

172

21,8

87

-15

,746

5,

984

2,14

6

23

,876

-

17,0

69

6,15

1

2,

215

25,4

35

2012

MF

-27,2

93

11,8

48

6,0

57

45,1

98

-28,0

38

11,8

25

5,8

42

45,7

05

-31,3

87

13,3

24

6,0

84

50,7

95

F-

13,8

03

5,63

6

2,

289

21,7

28

-14

,507

5,

551

2,07

1

22

,129

-

16,3

78

6,08

3

2,

069

24,5

30

2013

MF

-28,8

70

12,7

47

6,4

77

48,0

94

-27,6

71

12,1

32

5,7

45

45,5

48

-28,8

97

12,1

44

5,6

74

46,7

15

F-

14,8

02

5,95

5

2,

346

23,1

03

-14

,077

5,

695

2,09

5

21

,867

-

15,0

16

5,55

4

1,

992

22,5

62

2014

MF

-27,4

90

9,8

73

5,6

06

42,9

69

-29,2

41

12,9

73

6,1

14

48,3

28

-28,6

19

12,4

47

5,6

46

46,7

12

F-

13,9

63

4,71

3

2,

080

20,7

56

-15

,071

5,

988

2,16

9

23

,228

-

14,6

07

5,69

8

2,

029

22,3

34

2015

MF

-26,7

36

9,9

72

5,5

09

42,2

17

-27,7

19

10,1

41

5,3

96

43,2

56

-30,0

07

13,2

22

5,9

73

49,2

02

F-

13,8

41

4,55

6

2,

191

20,5

88

-14

,155

4,

791

1,94

7

20

,893

-

15,5

30

5,92

7

2,

098

23,5

55

Con

tinue

d ne

xt p

age

Not

e:

1) S

peci

al a

nd E

xpre

ss s

tream

s ha

ve b

een

mer

ged

sinc

e th

e 20

08 S

econ

dary

1 c

ohor

t. 2

)2)

Nor

mal

(Tec

h) in

clud

e st

uden

ts o

n th

e IT

E S

kill

Cer

tific

ate

(ISC

) cou

rse.

3) A

s co

horts

pro

gres

s ov

er th

e ye

ars,

the

num

bers

acr

oss

cour

ses

may

fluc

tuat

e as

stu

dent

s ha

ve o

ppor

tuni

ties

to tr

ansf

er la

tera

lly a

cros

s co

urse

s.

19

.1 S

EC

ON

DA

RY

EN

RO

LM

EN

T B

Y L

EV

EL

AN

D C

OU

RS

E

Year

Sex

Seco

nd

ary

1S

eco

nd

ary

2S

eco

nd

ary

3

28

Sec 5

Sp

ecia

lE

xp

ress

No

rmal

(Acad

)

No

rmal

(Tech

)T

ota

lN

orm

al

(Acad

)S

pecia

lE

xp

ress

No

rmal

(Acad

)

No

rmal

(Tech

)

1960

MF

-7,7

00

--

7,7

00

--

50,9

23

--

50,9

23

F-

2,74

4-

-2,

744

--

20,0

91-

-20

,091

1970

MF

-27,7

50

--

27,7

50

--

133,4

05

--

133,4

05

F-

13,6

44-

-13

,644

--

65,3

02-

-65

,302

1980

MF

-32,9

25

--

32,9

25

-3,2

48

152,2

85

--

155,5

33

F-

16,8

56-

-16

,856

-1,

778

76,9

90-

-78

,768

1990

MF

2,1

67

23,7

33

13,1

97

-39,0

97

11,5

51

9,0

27

87,6

85

63,8

30

-160,5

42

F1,

071

11,8

906,

249

-19

,210

5,66

24,

430

43,8

2130

,180

-78

,431

2000

MF

4,1

00

21,2

99

10,0

58

5,6

54

41,1

11

7,4

06

16,3

77

86,3

96

47,4

00

25,2

32

175,4

05

F2,

239

10,7

974,

457

2,11

019

,603

3,37

38,

737

43,5

7721

,525

10,0

1583

,854

2006

MF

4,7

64

27,5

03

13,3

77

5,8

19

51,4

63

9,0

28

18,4

97

108,7

64

61,5

72

26,2

64

215,0

97

F2,

670

14,3

585,

992

1,99

825

,018

4,28

910

,403

56,0

3628

,026

9,50

110

3,96

62007

MF

4,8

94

26,7

71

13,0

72

6,7

88

51,5

25

10,1

64

18,2

27

109,4

96

62,8

85

27,4

54

218,0

62

F2,

821

13,8

405,

819

2,50

324

,983

4,78

110

,245

56,2

1428

,685

9,99

010

5,13

42008

MF

4,6

29

26,6

48

13,3

33

6,3

09

50,9

19

9,5

61

13,5

36

113,7

58

63,0

65

26,7

22

217,0

81

F2,

647

13,7

955,

994

2,23

924

,675

4,60

47,

570

58,7

4728

,903

9,44

510

4,66

52009

MF

4,5

35

27,4

88

13,4

79

6,6

84

52,1

86

9,4

78

9,1

61

118,4

14

62,8

23

26,8

32

217,2

30

F2,

468

14,3

786,

052

2,41

025

,308

4,53

85,

040

61,4

0128

,758

9,42

710

4,62

62010

MF

4,0

53

28,3

56

13,0

03

6,6

61

52,0

73

9,5

32

4,0

53

122,3

70

61,9

55

26,0

10

214,3

88

F2,

498

14,5

095,

931

2,35

325

,291

4,46

72,

498

63,2

9628

,540

8,94

510

3,27

92011

MF

-31,9

84

13,3

07

5,9

72

51,2

63

9,1

81

-122,8

11

60,3

85

24,7

78

207,9

74

F-

16,7

606,

016

1,96

024

,736

4,41

2-

63,8

1528

,038

8,49

310

0,34

62012

MF

-32,0

11

13,0

84

6,2

30

51,3

25

9,4

97

-118,7

29

59,5

78

24,2

13

202,5

20

F-

16,7

175,

991

2,09

924

,807

4,52

9-

61,4

0527

,790

8,52

897

,723

2013

MF

-30,5

85

12,7

76

5,8

29

49,1

90

7,6

18

-116,0

23

57,4

17

23,7

25

197,1

65

F-

16,0

455,

862

1,97

523

,882

3,80

3-

59,9

4026

,869

8,40

895

,217

2014

MF

-28,2

93

11,4

46

5,4

44

45,1

83

6,9

15

-113,6

43

53,6

54

22,8

10

190,1

07

F-

14,7

815,

292

1,90

321

,976

3,37

0-

58,4

2225

,061

8,18

191

,664

2015

MF

-28,1

15

11,7

84

5,5

14

45,4

13

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PU

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P

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l

1960

MF

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2,3

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-5,1

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5,1

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F-

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1,77

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1970

MF

454

564

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--

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4,7

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4,1

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-8,8

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9,8

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F22

127

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1,70

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3,79

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1980

MF

5,6

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10,9

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2,9

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16,2

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F3,

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3,06

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499

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296

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MF

11,0

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22,0

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11,7

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394

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2006

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F7,

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7,94

515

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13,6

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32,5

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32,1

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21

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Refe

r to

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2)

0

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00

6,0

00

8,0

00

10

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12

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14

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16

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08

20

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10

20

11

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tal

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vt

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ep

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1960

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4,2

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8,5

99

979

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-

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944

2,37

7

4,

321

24

8

426

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674

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1970

MF

8,0

44

4,1

72

12,2

16

4,8

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1,5

98

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6,4

45

x

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9

8,

054

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155

776

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2,93

1x

x

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1980

MF

7,2

44

2,8

37

10,0

81

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05

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7,8

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x

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742

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1990

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7,8

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2,1

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1,5

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3 -

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12,9

282000

MF

8,6

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11,9

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5,7

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2006

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9,0

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2008

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2,4

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MF

10,0

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2,5

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140

55

13,2

14

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1,61

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2010

MF

9,8

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13,6

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9,4

96

2,5

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185

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13,3

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31

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1,72

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9

109

23

8,

772

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348

1,62

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2011

MF

9,9

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3,9

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13,9

03

9,8

59

2,7

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259

145

14,0

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MF

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MF

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1,0

86

358

209

14,9

93

1,8

13

638

2,9

98

32,7

79

F

8,49

6

3,

550

12,0

46

6,

778

1,95

3

71

6

201

83

9,

731

1,07

436

81,

732

23,5

092014

MF

10,5

41

4,1

42

14,6

83

10,5

38

2,9

96

1,0

79

349

246

15,2

08

1,8

40

633

3,0

07

32,8

98

F

8,47

2

3,

478

11,9

50

6,

814

2,00

7

70

6

194

10

1

9,82

21,

085

370

1,73

923

,511

2015

MF

10,7

40

4,1

74

14,9

14

10,5

41

2,9

67

1,0

64

353

282

15,2

07

1,8

14

613

2,9

84

33,1

05

F

8,61

7

3,

497

12,1

14

6,

775

1,98

9

68

5

203

12

1

9,77

31,

053

353

1,70

023

,587

Not

e:

1) D

ata

is c

orre

ct a

s at

31

Dec

embe

r in

each

yea

r. (P

rior t

o 19

96, d

ata

is c

orre

ct a

s at

Jun

e in

eac

h ye

ar.)

2) "x

" - fi

gure

s fo

r JC

sec

tion

are

incl

uded

und

er S

econ

dary

.3)

Sin

ce 2

008,

Aut

onom

ous

scho

ols

(Aut

o) h

ave

been

gro

uped

und

er G

over

nmen

t and

Gov

ernm

ent-A

ided

sch

ools

.

506

300

Ind

ep

272

290

534

547

523

22 N

UM

BE

R O

F T

EA

CH

ER

S B

Y L

EV

EL

AN

D S

CH

OO

L T

YP

E

Year

Sex

Pri

mary

Seco

nd

ary

Gra

nd

To

tal

Pre

-Un

ivers

ity

520

286

523

284

288

534

284

557

294

34

INT

AK

E:

UN

IVE

RS

ITIE

S, P

OL

YT

EC

HN

ICS

, L

AS

AL

LE

, N

AF

A A

ND

IT

E (

FU

LL

-TIM

E)

(Re

fer

to T

ab

le 2

3)

0

5,0

00

10

,00

0

15

,00

0

20

,00

0

25

,00

0

30,0

00 2

00

62

00

72

00

82

00

92

01

02

01

12

01

22

01

32

01

42

01

5

Uni

vers

ities

NIE

Poly

tech

nics

LASA

LLE

NAF

AIT

E

35

NU

SN

an

yan

g

Un

ivers

ity

NT

US

MU

SIT

SU

TD

Un

iSIM

To

tal

S'p

ore

Ng

ee

An

nT

em

ase

kN

an

ya

ng

Re

pu

bli

cT

ota

l

1960

MF

532

651

--

--

-1

,183

890

874

--

--

874

--

-

F18

913

7-

--

--

326

433

51-

--

-51

--

-1970

MF

1,3

90

685

--

--

-2

,075

1,2

93

1,6

17

302

--

-1

,919

-

-3

,348

F53

036

6-

--

--

896

986

109

74-

--

183

-

-24

61980

MF

3,0

02

--

--

--

3,0

02

875

3,4

79

1,1

12

--

-4

,591

-

-3

,145

F1,

524

--

--

--

1,52

474

873

637

9-

--

1,11

5

-

-23

01990

MF

5,0

53

-1

,875

--

--

6,9

28

1,1

85

4,3

36

4,4

53

735

--

9,5

24

-

-9

,221

F2,

430

-1,

046

--

--

3,47

689

51,

553

1,90

255

2-

-4,

007

--

3,35

22000

MF

6,4

21

-4

,506

305

--

-1

1,2

32

2,1

86

4,4

46

4,6

73

4,5

19

3,8

81

-1

7,5

19

--

9,7

72

F3,

437

-2,

113

212

--

-5,

762

1,56

41,

843

2,23

62,

244

1,98

5-

8,30

8

-

-3,

248

2006

MF

6,6

31

-5

,746

1,3

56

--

-1

3,7

33

1,8

84

4,7

46

4,9

49

5,0

09

4,9

52

2,6

20

22,2

76

100

8

773

13,6

45

F3,

618

-2,

735

610

--

-6,

963

1,29

21,

719

2,33

62,

448

2,51

11,

380

10,3

94

603

50

95,

035

2007

MF

6,5

54

-6

,196

1,6

03

--

-1

4,3

53

1,8

52

5,0

06

4,8

17

4,8

33

4,9

65

3,7

41

23,3

62

790

713

13,9

67

F3,

710

-3,

201

896

--

-7,

807

1,29

21,

804

2,35

52,

399

2,68

31,

947

11,1

88

540

49

55,

064

2008

MF

6,4

32

-6

,033

1,6

70

--

-1

4,1

35

1,7

02

5,1

93

5,2

78

5,0

23

5,2

79

4,0

65

24,8

38

728

852

14,2

05

F3,

389

-3,

039

952

--

-7,

380

1,15

82,

069

2,57

82,

489

2,70

02,

117

11,9

53

460

57

85,

318

2009

MF

6,7

75

-6

,719

1,7

70

--

-1

5,2

64

2,0

03

5,2

89

5,3

00

5,0

80

5,3

38

4,6

17

25,6

24

727

797

13,7

05

F3,

426

-3,

379

889

--

-7,

694

1,39

02,

152

2,57

22,

545

2,78

22,

447

12,4

98

455

53

85,

314

2010

MF

6,5

68

-6

,132

1,6

86

523

--

14,9

09

1,9

39

5,4

29

5,3

87

5,0

67

5,4

82

4,3

42

25,7

07

795

835

13,8

86

F3,

405

-2,

951

823

275

--

7,45

41,

327

2,26

02,

573

2,60

42,

933

2,29

212

,662

53

0

559

5,24

82011

MF

6,7

24

-6

,177

1,7

29

936

--

15,5

66

1,8

27

5,3

48

5,4

66

5,3

77

5,5

38

5,0

08

26,7

37

580

716

14,0

98

F3,

566

-3,

026

869

472

--

7,93

31,

258

2,11

52,

643

2,66

62,

797

2,58

012

,801

34

1

508

5,48

42012

MF

6,7

33

-5

,905

1,9

30

1,3

04

327

-1

6,1

99

1,7

82

5,4

07

5,5

61

5,3

70

5,1

16

5,3

00

26,7

54

495

757

13,9

06

F3,

545

-3,

028

1,12

159

714

9-

8,44

01,

198

2,09

42,

682

2,65

22,

615

2,83

412

,877

31

2

530

5,14

42013

MF

6,8

92

-6

,660

1,9

24

1,5

10

265

-1

7,2

51

1,4

24

5,3

64

5,4

87

5,3

70

5,6

04

5,0

54

26,8

79

456

646

14,4

32

F3,

685

-3,

537

983

627

103

-8,

935

946

2,07

12,

620

2,63

02,

915

2,70

612

,942

28

9

454

5,45

92014

MF

7,1

08

-6

,480

1,9

12

1,8

36

317

2

17

17,8

70

1,6

23

5,3

12

5,1

45

5,2

70

5,3

49

4,7

01

25,7

77

427

721

14,6

41

F3,

857

-3,

153

908

813

125

14

5

9,00

11,

097

2,09

22,

512

2,65

42,

756

2,52

312

,537

28

5

532

5,57

42015

MF

6,9

35

-6

,525

1,9

44

2,0

76

362

2

84

18,1

26

1,2

31

4,8

14

4,8

72

4,8

00

4,9

59

4,8

06

24,2

51

424

819

14,1

73

F3,

720

-3,

140

1,06

290

716

7

196

9,

192

831

1,92

82,

383

2,38

92,

582

2,49

311

,775

26

3

563

5,20

4N

ote:

1) U

nive

rsity

figu

res

are

for f

irst d

egre

e on

ly.

2) N

atio

nal I

nstit

ute

of E

duca

tion

(NIE

) fig

ures

are

for D

iplo

mas

and

Pos

t-gra

duat

e D

iplo

mas

in e

duca

tion-

rela

ted

subj

ects

. BA

/ BSc

(Edu

catio

n) fi

gure

s ar

e in

clud

ed u

nder

Nan

yang

Tec

hnol

ogic

al U

nive

rsity

.3)

Pol

ytec

hnic

, LAS

ALLE

Col

lege

of t

he A

rts a

nd N

anya

ng A

cade

my

of F

ine

Arts

(NAF

A) fi

gure

s ar

e fo

r ful

l-tim

e di

plom

a co

urse

s on

ly.

4) In

stitu

te o

f Tec

hnic

al E

duca

tion

(ITE)

was

est

ablis

hed

in 1

992

to re

plac

e th

e fo

rmer

Voc

atio

nal &

Indu

stria

l Tra

inin

g Bo

ard.

ITE

figur

es e

xclu

de a

ppre

ntic

es.

5) In

take

figu

res

incl

ude

stud

ents

who

ent

ered

dire

ctly

into

the

seco

nd a

nd s

ubse

quen

t yea

rs.

23

IN

TA

KE

: U

NIV

ER

SIT

IES

, P

OL

YT

EC

HN

ICS

, L

AS

AL

LE

, N

AF

A A

ND

IT

E (

FU

LL

-TIM

E)

Ye

ar

Se

x

Un

ivers

itie

s1

NIE

2

Po

lyte

ch

nic

s3

LA

SA

LL

E3

NA

FA

3IT

E4

36

EN

RO

LM

EN

T:

UN

IVE

RS

ITIE

S, P

OL

YT

EC

HN

ICS

, L

AS

AL

LE

, N

AF

A A

ND

IT

E (

FU

LL

-TIM

E)

(Refe

r to

Tab

le 2

4)

0

10

,00

0

20

,00

0

30

,00

0

40

,00

0

50

,00

0

60

,00

0

70

,00

0

80

,00

0 20

06

20

07

20

08

20

09

20

10

20

11

20

12

20

13

20

14

20

15

Uni

vers

ities

NIE

Poly

tech

nics

LASA

LLE

NAF

AIT

E

37

NU

SN

an

ya

ng

Un

ivers

ity

NT

US

MU

SIT

SU

TD

Un

iSIM

To

tal

S'p

ore

Ng

ee

An

nT

em

ase

kN

an

ya

ng

Re

pu

bli

cT

ota

l

1960

MF

1,6

41

1,8

61

--

--

-3

,502

2,3

27

2,3

32

--

--

2,3

32

-

- -

F

426

378

--

--

-80

41,

202

55

--

--

55

-

- -

1970

MF

4,7

51

2,3

10

--

--

-7

,061

2,0

01

2,1

85

609

--

-2

,794

-

-4

,727

F

1,53

191

8-

--

--

2,44

91,

390

155

16

3

--

-31

8

--

326

1980

MF

8,6

34

--

--

--

8,6

34

2,3

28

5,0

04

2,8

31

-

--

7,8

35

-

-1

2,5

43

F3,

926

--

--

--

3,92

61,

977

1,03

6

78

2

--

-1,

818

--

2,41

41990

MF

15,1

93

-6

,812

--

--

22,0

05

1,5

77

11,3

48

11,9

95

735

--

24,0

78

--

15,9

19

F8,

107

-2,

689

--

--

10,7

961,

212

3,87

8

4,

817

552

-

-9,

247

--

5,30

42000

MF

21,2

33

-1

4,5

83

305

--

-3

6,1

21

3,0

72

13,4

59

14,3

78

12,7

33

11,4

63

-5

2,0

33

--

15,9

74

F

11,3

41-

6,22

3212

--

-17

,776

2,24

75,

408

6,41

9

6,

446

5,98

9

-

24,2

62

-

-4,

343

2006

MF

22,8

36

-1

9,1

14

4,5

29

--

-4

6,4

79

2,9

38

13,6

56

14,2

58

14,5

68

15,0

01

5,4

79

6

2,9

62

1,9

04

2,0

83

23,6

36

F

11,7

66-

8,79

72,

429

--

-22

,992

1,99

85,

084

6,71

9

7,

236

7,91

3

2,

790

29,7

42

1,

139

1,35

2

8,

052

2007

MF

23,5

78

-2

0,2

06

5,1

78

--

-4

8,9

62

2,7

25

14,3

99

14,6

87

15,2

43

14,8

74

8,0

87

6

7,2

90

1,9

48

2,1

14

24,3

70

F

12,3

96-

9,76

92,

758

--

-24

,923

1,87

85,

249

7,00

7

7,

541

7,73

2

4,

205

31,7

34

1,

228

1,39

6

8,

235

2008

MF

24,0

86

-2

1,0

97

5,7

21

--

-5

0,9

04

2,5

81

14,9

86

15,1

23

15,6

15

15,2

25

10,1

88

71,1

37

1,8

87

2,1

90

24,5

93

F

12,6

63-

10,4

092,

993

--

-26

,065

1,75

85,

605

7,21

4

7,

587

7,86

6

5,

257

33,5

29

1,

202

1,47

5

8,

479

2009

MF

24,7

98

-2

2,4

50

6,3

31

--

-5

3,5

79

2,8

04

15,5

23

15,4

17

15,7

91

15,6

56

12,1

79

74,5

66

1,7

71

2,1

44

24,8

46

F

12,9

44-

11,1

053,

295

--

-27

,344

1,89

66,

034

7,43

6

7,

676

8,15

0

6,

304

35,6

00

1,

143

1,46

0

8,

844

2010

MF

25,1

89

-2

2,8

62

6,7

21

523

--

55,2

95

2,8

16

15,9

28

15,9

42

15,9

33

16,1

83

13,0

03

76,9

89

1,7

54

2,2

69

24,7

89

F

13,0

67-

11,3

893,

525

275

--

28,2

561,

886

6,45

3

7,

655

7,80

4

8,

387

6,72

9

37

,028

1,13

7

1,

532

8,85

62011

MF

25,5

13

-2

3,0

40

6,8

53

1,4

16

--

56,8

22

2,5

79

15,9

49

16,1

39

16,0

20

16,4

08

13,9

27

78,4

43

1,6

23

2,2

17

25,2

79

F

13,0

66-

11,3

543,

523

732

--

28,6

751,

759

6,43

2

7,

703

7,89

4

8,

440

7,20

9

37

,678

1,01

1

1,

510

9,15

82012

MF

25,9

79

-2

2,8

62

7,1

08

2,5

87

327

-5

8,8

63

2,4

45

15,9

72

16,4

30

16,0

05

16,0

76

14,5

20

79,0

03

1,3

53

2,2

25

25,3

70

F

13,2

95-

11,3

863,

684

1,24

614

9-

29,7

601,

624

6,32

7

7,

788

7,85

5

8,

197

7,58

3

37

,750

854

1,

531

9,08

52013

MF

26,1

56

-2

2,7

77

7,2

97

3,0

51

583

-5

9,8

64

1,8

38

15,8

78

16,5

81

16,2

50

16,2

66

14,9

95

79,9

70

1,2

53

2,0

37

26,2

88

F

13,5

32-

11,5

173,

789

1,31

724

9-

30,4

041,

216

6,16

7

7,

866

7,93

4

8,

242

7,91

0

38

,119

769

1,

419

9,42

82014

MF

26,7

97

-2

3,0

21

7,5

15

3,5

57

886

2

17

61,9

93

1,9

13

15,9

05

16,2

27

16,1

38

16,0

92

14,9

52

79,3

14

1,1

90

2,0

22

28,0

36

F

14,0

42-

11,6

233,

883

1,48

236

3

145

31,5

381,

313

6,17

5

7,

758

7,90

0

8,

189

7,91

4

37

,936

773

1,

440

10,2

492015

MF

27,2

88

-2

3,5

12

7,7

40

4,0

39

1235

4

89

64,3

03

1,5

49

15,2

97

15,6

11

15,4

25

15,8

42

14,6

90

76,8

65

1,1

73

2,1

06

29,2

95

F

14,4

23-

11,8

604,

062

1,69

352

2

330

32,8

901,

015

6,02

2

7,

465

7,58

5

8,

177

7,73

6

36

,985

765

1,

483

11,2

67

Not

e:1)

Uni

vers

ity fi

gure

s ar

e fo

r 1st

deg

ree

only

.2)

Nat

iona

l Ins

titut

e of

Edu

catio

n (N

IE) f

igur

es a

re fo

r Dip

lom

as a

nd P

ost-g

radu

ate

Dip

lom

as in

edu

catio

n-re

late

d su

bjec

ts. B

A / B

Sc (E

duca

tion)

figu

res

are

incl

uded

und

er N

anya

ng T

echn

olog

ical

Uni

vers

ity.

3) P

olyt

echn

ic, L

ASAL

LE C

olle

ge o

f the

Arts

and

Nan

yang

Aca

dem

y of

Fin

e Ar

ts fi

gure

s ar

e fo

r ful

l-tim

e di

plom

a co

urse

s on

ly.

4) In

stitu

te o

f Tec

hnic

al E

duca

tion

(ITE)

was

est

ablis

hed

in 1

992

to re

plac

e th

e fo

rmer

Voc

atio

nal &

Indu

stria

l Tra

inin

g Bo

ard.

ITE

figur

es e

xclu

de a

ppre

ntic

es.

24

E

NR

OL

ME

NT

: U

NIV

ER

SIT

IES

, P

OL

YT

EC

HN

ICS

, L

AS

AL

LE

, N

AF

A A

ND

IT

E (

FU

LL

-TIM

E)

Ye

ar

Se

x

Un

ivers

itie

s1

NIE

2

Po

lyte

ch

nic

s3

LA

SA

LL

E3

NA

FA

3IT

E4

38

GR

AD

UA

TE

S:

UN

IVE

RS

ITIE

S, P

OL

YT

EC

HN

ICS

, L

AS

AL

LE

, N

AF

A A

ND

IT

E (

FU

LL

-TIM

E)

(Refe

r to

Tab

le 2

5)

Ju

nio

r

Po

lyte

ch

nic

ITE

NIE

0

5,0

00

10,0

00

15,0

00

20,0

00

25,0

00

30,0

00 2

00

62

00

72

00

82

00

92

01

02

01

12

01

22

01

32

01

42

01

5

Uni

vers

ities

NIE

Poly

tech

nics

LASA

LLE

NAF

AIT

E

39

NU

SN

an

ya

ng

Un

ive

rsit

yN

TU

SM

US

ITS

UT

DU

niS

IMT

ota

lS

'po

reN

gee

An

nT

em

asek

Nan

ya

ng

Rep

ub

lic

To

tal

19

60

MF

59

34

37

--

--

-1

,03

0

73

4

--

--

--

--

-

F19

695

--

--

-29

1

358

-

--

--

--

--

19

70

MF

1,2

20

55

6

--

--

-1

,77

6

1,2

02

43

6

--

--

43

6

--

1,4

26

F37

816

8

-

--

--

546

82

0

7

-

--

-7

-

-13

41

98

0M

F2

,18

76

87

--

--

-2

,87

4

61

6

1,9

69

58

4-

--

2,5

53

--

7,8

62

F1,

070

250

--

--

-1,

320

504

37

8

136

--

-51

4

--

1,14

51

99

0M

F4

,00

1-

1,3

33

--

--

5,3

34

92

9

3,1

12

3,0

87

--

-6

,19

9

--

7,4

69

F2,

307

-51

0-

--

-2,

817

694

1,

011

1,23

3-

--

2,24

4

-

-2,

889

20

00

MF

5,6

31

-3

,61

3-

--

-9

,24

4

2,4

45

3,9

74

4,1

87

3,3

36

2,5

62

-1

4,0

59

- -

7,6

50

F3,

270

-1,

583

--

--

4,85

3

1,

681

1,61

9

1,

844

1,77

61,

471

-6,

710

- -

2,42

9

20

06

MF

5,6

21

-4

,24

15

65

--

-1

0,4

27

2,0

96

4,1

03

4,0

84

3,7

18

4,1

14

61

91

6,6

38

37

0

46

4

10

,05

6

F3,

055

-1,

974

399

--

-5,

428

1,41

6

1,

574

1,99

01,

860

2,38

5

2

91

8,10

0

22

7

295

3,

724

20

07

MF

5,5

00

-4

,84

58

26

--

-1

1,1

71

2,3

48

3,9

53

4,0

13

3,9

28

4,5

91

92

81

7,4

13

43

8

44

1

10

,47

9

F2,

943

-2,

127

500

--

-5,

570

1,59

0

1,

532

1,91

12,

003

2,64

5

43

58,

526

268

29

3

4,01

92

00

8M

F5

,60

1 -

4,8

08

1,0

63

--

-1

1,4

72

2,1

88

4,2

50

4,5

04

4,5

65

4,4

47

1,5

51

19

,31

7

48

1

61

0

10

,60

0

F2,

982

-2,

286

686

--

-5,

954

1,48

6

1,

644

2,24

72,

399

2,39

1

81

59,

496

296

40

9

4,05

92

00

9M

F5

,77

9 -

5,0

58

1,1

10

--

-1

1,9

47

2,1

79

4,3

34

4,5

81

4,8

15

4,3

88

2,1

06

20

,22

4

56

6

55

9

10

,99

9

F3,

012

-2,

570

562

--

-6,

144

1,49

2

1,

610

2,18

62,

396

2,27

9

1,

119

9,59

0

35

1

389

4,

311

20

10

MF

5,8

33

-5

,41

21

,20

6-

--

12

,45

1

2,4

16

4,6

27

4,5

34

4,8

48

4,4

83

2,9

53

21

,44

5

57

8

51

8

11

,33

4

F3,

124

-2,

544

546

--

-6,

214

1,62

2

1,

700

2,23

72,

429

2,50

2

1,

594

10,4

62

37

1

365

4,

488

20

11

MF

6,0

88

-5

,73

31

,50

4-

--

13

,32

5

2,4

15

4,9

21

4,8

57

5,0

20

4,8

29

3,2

91

22

,91

8

49

9

58

3

11

,16

5

F

3,40

3-

2,95

183

1-

--

7,18

5

1,

626

1,98

2

2,

437

2,42

92,

536

1,72

211

,106

333

40

9

4,32

62

01

2M

F5

,96

9-

5,8

07

1,6

03

23

3-

-1

3,6

12

2,2

55

5,0

16

4,9

55

5,1

33

4,9

65

3,9

30

23

,99

9

51

1

56

4

11

,53

0

F3,

149

-2,

909

919

134

--

7,11

1

1,

538

2,06

0

2,

432

2,54

52,

644

2,08

311

,764

316

39

0

4,42

52

01

3M

F6

,39

5-

6,4

76

1,6

59

95

8-

-1

5,4

88

2,1

78

5,0

82

4,9

83

4,8

86

5,1

46

4,0

60

24

,15

7

40

6

67

4

11

,88

8

F3,

281

-3,

310

834

559

--

7,98

4

1,

447

2,14

1

2,

420

2,44

72,

729

2,12

311

,860

282

45

8

4,58

02

01

4M

F6

,21

0-

5,9

93

1,6

02

1,2

36

--

15

,04

1

1,7

32

5,0

26

5,1

66

5,1

16

4,9

83

4,4

30

24

,72

1

37

1

63

3

11

,06

2

F3,

224

-2,

951

772

583

--

7,53

0

1,

125

1,99

5

2,

513

2,55

92,

603

2,34

212

,012

222

43

9

3,88

32

01

5M

F6

,17

9-

5,7

56

1,6

39

1,3

64

29

8-

15

,23

6

1,8

80

5,0

57

5,1

82

5,1

19

4,6

42

4,6

31

24

,63

1

34

6

61

7

13

,35

1

F3,

192

-2,

777

840

602

136

-7,

547

1,32

8

1,

988

2,56

82,

529

2,40

0

2,

496

11,9

81

21

8

436

5,

140

-

Not

e:1)

Uni

vers

ity fi

gure

s ar

e fo

r firs

t deg

ree

only

.2)

Nat

iona

l Ins

titut

e of

Edu

catio

n fig

ures

are

for D

iplo

mas

and

Pos

t-gra

duat

e D

iplo

mas

in e

duca

tion-

rela

ted

subj

ects

. BA

/ BSc

(Edu

catio

n) fi

gure

s ar

e in

clud

ed u

nder

Nan

yang

Tec

hnol

ogic

al U

nive

rsity

.3)

Pol

ytec

hnic

, LAS

ALLE

Col

lege

of t

he A

rts a

nd N

anya

ng A

cade

my

of F

ine

Arts

figu

res

are

for f

ull-t

ime

dipl

oma

cour

ses

only

.4)

Inst

itute

of T

echn

ical

Edu

catio

n (IT

E) w

as e

stab

lishe

d in

199

2 to

repl

ace

the

form

er V

ocat

iona

l & In

dust

rial T

rain

ing

Boar

d. IT

E fig

ures

exc

lude

app

rent

ices

. Fig

ures

for 2

001

and

earli

er in

clud

e IT

E

stu

dent

s w

ho c

ompl

eted

thei

r pro

gram

mes

with

out r

ecei

ving

cer

tific

ates

.

25 G

RA

DU

AT

ES

: U

NIV

ER

SIT

IES

, P

OL

YT

EC

HN

ICS

, L

AS

AL

LE

, N

AF

A A

ND

IT

E (

FU

LL

-TIM

E)

Ye

ar

Se

x

Un

ive

rsit

ies

1

NIE

2

Po

lyte

ch

nic

s3

LA

SA

LL

E3

NA

FA

3IT

E4

40

GO

VE

RN

ME

NT

DE

VE

LO

PM

EN

T E

XP

EN

DIT

UR

E O

N E

DU

CA

TIO

N (

'000 S

GD

) (R

efe

r to

Tab

le 2

6)

0

50

,000

10

0,0

00

15

0,0

00

20

0,0

00

25

0,0

00

30

0,0

00

35

0,0

00

40

0,0

00 20

06/0

720

07/0

820

08/0

920

09/1

020

10/1

120

11/1

220

12/1

320

13/1

420

14/1

520

15/1

6*

Prim

ary

Sec

onda

ryJu

nior

Col

lege

/ C

entra

lised

Inst

itute

Inst

itute

of T

echn

ical

Edu

catio

nP

olyt

echn

icU

nive

rsity

NI

41

2001

/02

173,

612

444,

755

232,

211

66,5

3060

,049

129,

383

11,2

8633

1,99

22,

158

21,0

151,

472,

991

2002

/03

182,

329

368,

489

272,

914

89,7

4912

0,86

130

8,88

87,

699

384,

117

2,41

436

,100

1,77

3,56

0

2003

/04

43,4

9719

5,00

528

4,09

941

,513

130,

530

146,

433

200

302,

293

6,27

067

,803

1,21

7,64

3

2004

/05

42,3

0412

5,77

723

3,31

464

,569

103,

168

183,

424

2,89

045

3,94

46,

367

23,6

401,

239,

397

2005

/06

44,8

3572

,258

131,

273

46,2

3237

,596

262,

858

024

7,37

41,

240

23,3

1286

6,97

8

2006

/07

42,4

2578

,447

104,

640

14,8

1170

,167

152,

823

013

7,49

62,

035

4,72

560

7,56

9

2007

/08

58,3

5821

4,63

715

7,15

27,

793

5,96

011

6,37

10

153,

564

20,4

957,

713

742,

043

2008

/09

69,5

9526

7,67

221

2,06

23,

161

7,66

642

,076

958

118,

307

29,2

042,

472

753,

173

2009

/10

74,7

7621

4,23

527

5,91

64,

020

11,5

1062

,297

9,41

716

3,37

127

,721

3,88

484

7,14

7

2010

/11

104,

467

151,

204

153,

719

12,9

1014

2,00

671

,379

1,29

822

4,66

114

,048

1,04

487

6,73

6

2011

/12

82,9

7035

4,60

213

7,80

24,

081

255,

687

20,4

170

168,

610

17,8

9938

91,

042,

457

2012

/13

31,5

2133

5,97

382

,431

1,00

312

2,94

090

,434

019

1,96

13,

336

085

9,59

9

2013

/14

45,8

1028

0,69

558

,199

1,88

320

,780

211,

214

035

2,81

71,

609

438

973,

445

2014

/15

46,6

7137

2,49

269

,847

1,92

16,

774

135,

099

025

1,57

076

1,56

388

6,01

3

2015

/16*

39,0

6033

7,50

252

,488

10,8

9253

577

,249

018

2,11

515

90

700,

000

* Pre

limin

ary

figur

es

26 G

OV

ER

NM

EN

T D

EV

EL

OP

ME

NT

EX

PE

ND

ITU

RE

ON

ED

UC

AT

ION

('0

00 S

GD

)

Po

lyte

ch

nic

Un

ivers

ity

Sp

ecia

l

Ed

ucati

on

Fin

an

cia

l

Year

Nati

on

al

Insti

tute

of

Ed

ucati

on

MO

E H

QP

rim

ary

Seco

nd

ary

Ju

nio

r C

olleg

e /

Cen

tralised

Insti

tute

Insti

tute

of

Tech

nic

al

Ed

ucati

on

Oth

ers

To

tal

42

GO

VE

RN

ME

NT

RE

CU

RR

EN

T E

XP

EN

DIT

UR

E O

N E

DU

CA

TIO

N (

'00

0 S

GD

) (R

efe

r to

Ta

ble

27

)

Un

ivers

ity

ITE

Pri

mary

Seco

nd

a

Ju

nio

r

Po

lyt

0

500

,000

1,0

00,0

00

1,5

00,0

00

2,0

00,0

00

2,5

00,0

00

3,0

00,0

00

3,5

00,0

00 200

6/0

7200

7/0

8200

8/0

9200

9/1

0201

0/1

1201

1/1

2201

2/1

3201

3/1

4201

4/1

5201

5/1

6*

Prim

ary

Sec

onda

ryJu

nior

Col

lege

/ C

entra

lised

Inst

itute

Inst

itute

of T

echn

ical

Edu

catio

nP

olyt

echn

icN

atio

nal I

nstit

ute

of E

duca

tion

Uni

vers

ity

43

2001

/02

435,

146

1,04

4,46

11,

059,

846

202,

456

162,

648

592,

733

87,0

001,

114,

554

28,0

2539

,715

4,76

6,58

4

2002

/03

441,

017

1,09

5,53

61,

171,

377

226,

187

169,

499

578,

551

94,7

9197

3,77

936

,358

37,3

004,

824,

395

2003

/04

428,

997

1,06

6,36

41,

205,

693

223,

490

171,

067

714,

264

80,7

661,

034,

804

33,4

5037

,896

4,99

6,79

1

2004

/05

405,

524

1,07

1,32

71,

276,

481

226,

569

191,

135

594,

446

73,2

561,

029,

869

38,8

8467

,233

4,97

4,72

4

2005

/06

433,

675

1,12

5,87

61,

328,

287

238,

115

203,

973

622,

933

84,7

221,

058,

239

50,1

2469

,355

5,21

5,29

9

2006

/07

298,

582

1,29

0,40

91,

561,

500

271,

046

249,

154

728,

741

100,

147

1,71

9,15

653

,196

79,7

866,

351,

717

2007

/08

347,

946

1,49

6,71

81,

780,

889

340,

681

253,

506

816,

913

102,

243

1,49

1,38

268

,874

86,4

736,

785,

625

2008

/09

439,

480

1,55

3,53

51,

859,

599

316,

184

281,

262

946,

113

110,

378

1,80

8,98

773

,594

87,3

897,

476,

521

2009

/10

503,

277

1,57

3,32

11,

924,

142

311,

770

262,

509

944,

810

112,

474

2,01

4,80

795

,937

94,8

627,

837,

909

2010

/11

517,

043

1,83

9,19

02,

220,

430

348,

039

328,

067

1,12

4,87

312

3,62

52,

305,

921

84,9

4310

6,57

88,

998,

709

2011

/12

532,

136

1,82

0,98

82,

181,

167

336,

063

346,

106

1,18

0,98

111

9,26

62,

973,

812

96,1

2711

1,14

79,

697,

793

2012

/13

591,

814

1,94

6,15

92,

314,

237

365,

825

351,

658

1,19

6,03

511

3,31

22,

536,

971

106,

219

115,

082

9,63

7,31

2

2013

/14

587,

903

2,18

5,58

02,

523,

528

389,

037

376,

896

1,29

7,64

799

,668

2,96

9,92

112

5,11

710

9,57

110

,664

,868

2014

/15

623,

461

2,26

3,51

02,

607,

555

394,

321

399,

949

1,33

9,29

894

,941

2,73

6,64

213

5,51

011

7,25

810

,712

,445

2015

/16*

653,

618

2,48

9,90

72,

743,

889

424,

775

457,

351

1,41

1,27

491

,393

2,81

8,27

515

4,16

415

5,35

411

,400

,000

* P

relim

inar

y fig

ures

27

G

OV

ER

NM

EN

T R

EC

UR

RE

NT

EX

PE

ND

ITU

RE

ON

ED

UC

AT

ION

('0

00

SG

D)

Fin

an

cia

l

Year

MO

E H

QP

rim

ary

Seco

nd

ary

Ju

nio

r C

olleg

e

/ C

en

tralis

ed

Insti

tute

Insti

tute

of

Tech

nic

al

Ed

ucati

on

Po

lyte

ch

nic

To

tal

Na

tio

nal

Insti

tute

of

Ed

ucati

on

U

niv

ers

ity

Sp

ecia

l

Ed

ucati

on

Oth

ers

44

GO

VE

RN

ME

NT

RE

CU

RR

EN

T E

XP

EN

DIT

UR

E O

N E

DU

CA

TO

N P

ER

ST

UD

EN

T (

SG

D)

(Re

fer

to T

ab

le 2

8)

0

5,0

00

10,0

00

15,0

00

20,0

00

25,0

00 200

6/0

7200

7/0

8200

8/0

9200

9/1

0201

0/1

1201

1/1

2201

2/1

3201

3/1

4201

4/1

5201

5/1

6*

Prim

ary

Sec

onda

ryJC

/CI

Full-

time

Nite

c / H

ighe

r Nite

c C

ours

esP

ublic

ly-fu

nded

full-

time

dipl

oma

cour

ses

Pub

licly

-fund

ed fu

ll-tim

e de

gree

cou

rses

45

Fin

an

cia

l Y

ea

rP

rim

ary

Sec

on

dary

1Ju

nio

r C

olleg

e /

Cen

tra

lise

d In

sti

tute

Insti

tute

of

Tec

hn

ica

l

Ed

uca

tio

nP

oly

tec

hn

icU

niv

ers

ity

2

2001

/02

3,36

35,

304

7,87

97,

829

9,66

815

,262

2002

/03

3,53

55,

614

8,49

78,

056

9,79

314

,287

2003

/04

3,50

85,

437

8,79

18,

367

10,1

9717

,477

2004

/05

3,57

55,

746

8,85

09,

399

10,6

9517

,609

2005

/06

3,82

05,

793

9,44

59,

249

10,8

4317

,793

2006

/07

4,24

36,

246

10,1

6110

,209

11,9

0318

,472

2007

/08

5,02

67,

230

12,3

8610

,543

12,4

8219

,011

2008

/09

5,39

77,

551

11,0

9411

,106

13,4

7919

,664

2009

/10

5,53

77,

736

10,7

7210

,129

12,5

9818

,868

2010

/11

6,62

49,

008

12,3

3111

,839

14,5

5220

,630

2011

/12

6,71

29,

022

11,8

3011

,898

14,6

8720

,505

Pri

ma

ryS

ec

on

da

ry1

Ju

nio

r C

olle

ge

/

Ce

ntr

alis

ed

In

sti

tute

Fu

ll-t

ime

Nit

ec

/

Hig

he

r N

ite

c c

ou

rse

s2

Pu

blic

ly-f

un

de

d f

ull-

tim

e d

iplo

ma

co

urs

es

3

Pu

blic

ly-f

un

de

d f

ull-

tim

e d

eg

ree

co

urs

es

4

2012

/13

7,39

69,

940

12,8

0611

,837

14,4

8720

,777

2013

/14

8,54

911

,434

13,9

4212

,491

15,3

0421

,870

2014

/15

9,12

312

,261

14,3

7912

,650

15,6

8122

,181

2015

/16*

10,1

6013

,417

16,3

2012

,839

16,2

0322

,058

Not

e: 1

) Fig

ures

exc

lude

Inde

pend

ent S

choo

ls.

b

y IT

E a

re inclu

ded u

nder

“Poly

technic

s"

from

FY

2012 o

nw

ard

s.

an

d R

epub

lic P

olyt

echn

ic. S

ince

FY2

012,

it in

clud

es p

ublic

ly-fu

nded

full-

time

dipl

oma

cour

ses

offe

red

by IT

E, L

ASAL

LE C

olle

ge o

f the

Arts

(LAS

ALLE

) and

Nan

yang

Aca

dem

y of

Fin

e Ar

ts (N

AFA

).

Uni

vers

ity a

nd S

inga

pore

Inst

itute

of T

echn

olog

y (w

ef F

Y201

0). I

t inc

lude

s pu

blic

ly-fu

nded

full-

time

degr

ee c

ours

es o

ffere

d by

Sin

gapo

re U

nive

rsity

of

Tec

hnol

ogy

& D

esig

n, L

ASAL

LE a

nd N

AFA

from

FY2

012

and

SIM

Uni

vers

ity fr

om F

Y201

4.

* P

relim

inar

y fig

ures

28

G

OV

ER

NM

EN

T R

EC

UR

RE

NT

EX

PE

ND

ITU

RE

ON

ED

UC

AT

ION

PE

R S

TU

DE

NT

(S

GD

)

2

) Ref

ers

to fu

ll-tim

e N

itec / H

igher

Nitec

cou

rses

offe

red

by th

e In

stitu

te o

f Tec

hnic

al E

duca

tion

(ITE

). P

ublic

ly-fu

nded

full-

time

dipl

oma

cour

ses

offe

red

3

) Ref

ers

to p

ublic

ly-fu

nded

full-

time

dipl

oma

cour

ses

offe

red

by S

inga

pore

Pol

ytec

hnic

, Nge

e An

n Po

lyte

chni

c, T

emas

ek P

olyt

echn

ic,

Nan

yang

Pol

ytec

hnic

4

) Ref

ers

to p

ublic

ly-fu

nded

full-

time

degr

ee c

ours

es o

ffere

d by

Nat

iona

l Uni

vers

ity o

f Sin

gapo

re, N

anya

ng T

echn

olog

ical

Uni

vers

ity,

Sing

apor

e M

anag

emen

t

46

Ra

ce

20

06

20

07

20

08

20

09

20

10

20

11

20

12

20

13

20

14

20

15

Mal

ay%

93

.5

93

.0

91

.2

91

.2

92

.5

92

.3

92

.6

92

.2

92

.3

94

.1

Chi

nese

%

99.0

99.0

98.8

98.8

98.8

98.9

99.0

99.0

99.0

99.3

Indi

an%

95

.9

96

.2

95

.5

95

.0

95

.3

96

.1

95

.9

96

.4

96

.8

98

.0

Oth

ers

%

98.4

98.1

98.2

97.9

98.6

98.2

98.6

98.9

98.6

99.4

Ove

rall

%

97

.7

97

.7

97

.1

97

.1

97

.3

97

.4

97

.6

97

.5

97

.6

98

.3

Not

e:1)

The

firs

t bat

ch o

f stu

dent

s un

der S

ubje

ct-b

ased

Ban

ding

, whe

re s

tude

nts

can

choo

se to

take

sub

ject

s at

eith

er S

tand

ard

or F

ound

atio

n le

vel

t

o ca

ter t

o th

eir u

neve

n st

reng

ths,

sat

for t

he P

SLE

in 2

009.

2) P

erce

ntag

es a

re b

ased

on

all s

tude

nts,

rega

rdle

ss o

f whe

ther

they

took

thei

r sub

ject

s at

the

Stan

dard

or F

ound

atio

n le

vels

.

29

P

ER

CE

NT

AG

E O

F P

SL

E S

TU

DE

NT

S E

LIG

IBL

E F

OR

EX

PR

ES

S, N

OR

MA

L (

AC

AD

EM

IC)

AN

D N

OR

MA

L (

TE

CH

NIC

AL

) C

OU

RS

ES

50

60

70

80

90

10

0

20

06

20

07

20

08

20

09

20

10

20

11

20

12

20

13

20

14

20

15

%

Mal

ayC

hine

seIn

dian

Ove

rall

47

Ra

ce

20

06

20

07

20

08

20

09

20

10

20

11

20

12

20

13

20

14

20

15

Mal

ay%

94.9

95.7

94.4

94.5

94.2

94.9

92.2

92.0

92.0

91.8

Chi

nese

%97

.9

98

.3

98

.0

98

.0

98

.498

.297

.998

.198

.198

.0

Indi

an%

98.3

98.6

98.2

98.0

97.2

97.3

96.3

97.4

97.4

97.3

Oth

ers

%98

.5

98

.4

99

.2

99

.1

98

.999

.398

.698

.698

.698

.8

Ove

rall

%9

7.5

97

.9

97

.5

97

.5

97

.69

7.7

97

.09

7.1

97

.19

7.0

Not

e:1)

The

firs

t bat

ch o

f stu

dent

s un

der S

ubje

ct-b

ased

Ban

ding

sat

for t

he P

SLE

in 2

009.

2) P

erce

ntag

es e

xclu

de E

M3

stud

ents

(bef

ore

2009

) and

stu

dent

s ta

king

Fou

ndat

ion

Eng

lish

Lang

uage

(200

9 on

war

ds).

30

P

ER

CE

NT

AG

E O

F P

SL

E S

TU

DE

NT

S W

HO

SC

OR

ED

A*-

C I

N S

TA

ND

AR

D E

NG

LIS

H L

AN

GU

AG

E

50

60

70

80

90

100 2

00

62

00

72

00

82

00

92

01

02

01

12

01

22

01

32

01

42

01

5

%

Mal

ayC

hine

seIn

dian

Ove

rall

48

Ra

ce

20

06

20

07

20

08

20

09

20

10

20

11

20

12

20

13

20

14

20

15

Mal

ay%

99.0

99.1

98.6

98.2

98.3

97.9

97.9

97.5

97.6

97.9

Chi

nese

%98

.2

98

.3

98

.4

97

.6

97

.797

.597

.697

.597

.097

.0

Indi

an%

96.8

97.1

96.7

97.1

96.4

97.6

97.1

96.1

96.3

96.4

Oth

ers

%81

.7

81

.0

83

.6

89

.5

87

.791

.488

.389

.188

.488

.1

Ove

rall

%9

8.0

98

.0

98

.1

97

.6

97

.59

7.5

97

.49

7.2

96

.89

6.8

Not

e:1)

The

firs

t bat

ch o

f stu

dent

s un

der S

ubje

ct-b

ased

Ban

ding

sat

for t

he P

SLE

in 2

009.

2) P

erce

ntag

es e

xclu

de E

M3

stud

ents

(bef

ore

2009

) and

stu

dent

s ta

king

Fou

ndat

ion

Mot

her T

ongu

e La

ngua

ge (2

009

onw

ards

).

31

P

ER

CE

NT

AG

E O

F P

SL

E S

TU

DE

NT

S W

HO

SC

OR

ED

A*-

C I

N S

TA

ND

AR

D M

OT

HE

R T

ON

GU

E L

AN

GU

AG

E

50

60

70

80

90

100 2

00

62

00

72

00

82

00

92

01

02

01

12

01

22

01

32

01

42

01

5

%

Mal

ayC

hine

seIn

dian

Ove

rall

49

Ra

ce

20

06

20

07

20

08

20

09

20

10

20

11

20

12

20

13

20

14

20

15

Mal

ay%

58.9

56.8

56.3

57.4

61.1

60.1

61.9

60.6

60.2

61.0

Chi

nese

%90

.3

89

.8

89

.6

89

.7

89

.689

.490

.090

.790

.790

.6

Indi

an%

74.7

74.0

72.9

76.3

76.2

77.2

80.0

79.1

80.3

81.6

Oth

ers

%86

.7

81

.2

85

.9

85

.8

86

.583

.784

.585

.685

.486

.5

Ove

rall

%8

4.1

83

.2

83

.1

83

.8

84

.18

4.2

85

.38

5.3

85

.38

5.4

Not

e:1)

The

firs

t bat

ch o

f stu

dent

s un

der S

ubje

ct-b

ased

Ban

ding

sat

for t

he P

SLE

in 2

009.

2) P

erce

ntag

es e

xclu

de E

M3

stud

ents

(bef

ore

2009

) and

stu

dent

s ta

king

Fou

ndat

ion

Mat

hem

atic

s (2

009

onw

ards

).

32

PE

RC

EN

TA

GE

OF

PS

LE

ST

UD

EN

TS

WH

O S

CO

RE

D A

*-C

IN

ST

AN

DA

RD

MA

TH

EM

AT

ICS

0

10

20

30

40

50

60

70

80

90

100 2

00

62

00

72

00

82

00

92

01

02

01

12

01

22

01

32

01

42

01

5

%M

alay

Chi

nese

Indi

anO

vera

ll

50

Ra

ce

20

06

20

07

20

08

20

09

20

10

20

11

20

12

20

13

20

14

20

15

Mal

ay%

75.3

73.6

74.8

75.6

77.1

73.8

72.7

72.0

70.1

72.7

Chi

nese

%94

.2

94

.3

94

.7

94

.2

95

.294

.394

.194

.394

.393

.9

Indi

an%

84.8

84.4

85.8

86.6

86.5

86.3

87.2

87.6

86.9

86.3

Oth

ers

%93

.1

92

.2

93

.7

94

.9

94

.493

.393

.792

.592

.894

.0

Ove

rall

%9

0.5

90

.2

90

.9

90

.8

91

.59

0.5

90

.59

0.3

90

.09

0.1

Not

e:1)

The

firs

t bat

ch o

f stu

dent

s un

der S

ubje

ct-b

ased

Ban

ding

sat

for t

he P

SLE

in 2

009.

2) P

erce

ntag

es e

xclu

de E

M3

stud

ents

(bef

ore

2009

) and

stu

dent

s ta

king

Fou

ndat

ion

Sci

ence

(201

0 on

war

ds).

33

P

ER

CE

NT

AG

E O

F P

SL

E S

TU

DE

NT

S W

HO

SC

OR

ED

A*-

C I

N S

TA

ND

AR

D S

CIE

NC

E

0

10

20

30

40

50

60

70

80

90

100 2

00

62

00

72

00

82

00

92

01

02

01

12

01

22

01

32

01

42

01

5

%

Mal

ayC

hine

seIn

dian

Ove

rall

51

Ra

ce

20

06

20

07

20

08

20

09

20

10

20

11

20

12

20

13

20

14

20

15

Mal

ay%

87

.1

86

.6

85

.6

88

.1

87

.188

.188

.688

.889

.990

.2

Chi

nese

%

96.8

96.5

96.8

96.6

96.9

96.8

96.8

96.9

97.0

97.2

Indi

an%

92

.9

91

.3

91

.3

91

.8

91

.792

.092

.993

.595

.094

.0

Oth

ers

%

94.6

95.4

95.6

95.9

95.6

95.5

94.0

94.3

94.6

95.6

Ove

rall

%

95

.2

94

.7

94

.8

95

.1

95

.29

5.3

95

.49

5.6

95

.99

6.0

Not

e:1)

Fig

ures

exc

lude

Inte

grat

ed P

rogr

amm

e (IP

) stu

dent

s.2)

Fig

ures

incl

ude

all s

choo

l can

dida

tes

exce

pt th

ose

who

took

O-L

evel

sub

ject

s no

t in

thei

r gra

duat

ing

year

.

34

P

ER

CE

NT

AG

E O

F O

-LE

VE

L S

TU

DE

NT

S W

ITH

AT

LE

AS

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. 2)

Fig

ures

for 2

011-

2015

are

pre

limin

ary.

3) F

igur

es in

clud

e pa

rtici

patio

n in

Jun

ior C

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nnia

Inst

itute

, Pol

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f Tec

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Col

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rt pr

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atio

n in

stitu

tions

, has

rem

aine

d hi

gh, a

t abo

ve

90%

.

40

50

60

70

80

90

10

0 20

06

20

07

20

08

20

09

20

10

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20

13

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20

15

%

Mal

ayC

hine

seIn

dian

Ove

rall

60

APPENDICES

Milestones in the Education System

Pre-Primary Education

1993 Preparatory Year programme in schools was discontinued to allow schools to concentrate on primary education, leaving kindergarten education to the private sector.

2014 MOE kindergartens were set up in HDB heartlands in a mix of primary schools

and community sites, to provide quality pre-school education that is affordable to Singaporeans, as well as to pilot teaching and learning resources and establish good practices for sharing with the pre-school sector.

Primary Education 1979 Primary streaming was introduced starting with the 1979 Primary 3 (P3) cohort

– The Goh Report recommended that students be channelled to the Normal, Extended and Monolingual streams. The Normal course led to the PSLE at the end of P6. The Extended course offered a slower pace of teaching and learning and students sit for the PSLE after 7-8 years in primary school. The Monolingual course, which helped students to acquire basic literacy and numeracy skills to prepare them for training in a skill or trade with then-Vocational and Industrial Training Board (VITB), led to the Primary School Proficiency Examination (PSPE) at the end of 8 years of schooling.

1991 P3 streaming was removed, and P4 streaming (EM1, EM2 and EM3) was

introduced. At P4, schools assessed students’ performance in English, Mother Tongue and Mathematics, and place each student in one of three language learning streams, while ensuring comparable standards across schools. The students advance to P5 in the same school.

1993 Last batch of P8 Extended and P8 Monolingual students. 2004 Streaming was refined further by merging the EM1 and EM2 streams, while

keeping the EM3 stream. The distinction between the EM1 and EM2 streams was removed to give schools greater flexibility in organising and banding their students to achieve the best educational outcomes. Schools were also given the flexibility to develop their own end-of-year P4 exams to identify students who were capable of studying Higher Mother Tongue (HMTL), or would be best served by the foundational programme offered in EM3.

62

http://www.moe.gov.sg/media/press/2015/02/moe-kindergartens-launch-new-programme-to-help-better-support-their-preschool-children-holistic-development.php

http://www.moe.gov.sg/media/press/2004/pr20040318.htm

2008 Subject-based Banding was introduced to replace the EM3 stream, starting with the 2008 P5 cohort. Under Subject-based Banding, students can offer a mix of Standard or Foundation subjects depending on their aptitude in each subject. With this change, there is no longer any streaming at the primary level.

Secondary Education 1980 Secondary streaming was introduced. Based on their PSLE results, students

promoted to Secondary (Sec) 1 are streamed to one of three courses at the secondary level – the Normal course, Express course or Special course. The Normal course is a 5-year course leading to the GCE O-Level exam. The Express course is for more academically-inclined students who can complete the O-Level exam in 4 years. The Special course is offered to the best of PSLE candidates, who offer EL and their MT at the first language level and complete their secondary education in 4 years as in the case with Express course students.

1988 Independent schools were established – Anglo-Chinese School, St Joseph’s

Institution and The Chinese High. The Singapore Chinese Girls’ School and Methodist Girls’ School followed suit in 1989, Raffles Institution in 1990, and Raffles Girls’ School and Nanyang Girls’ High School in 1993.

1994 Sec 1 Normal (Technical) (N(T)) course was introduced to cater to the needs

of students who are more technically inclined. It provides these students with an opportunity to complete 10 years of basic education and prepares them for post-secondary education in ITE, including a possible transfer to the Normal (Academic) (N(A)) course.

1994 Autonomous schools were established. A number of non-independent schools

were given greater autonomy as well as additional funding to develop a wider and better range of programmes for their students. This provides parents with more options when choosing a school suited for their children.

2004 The progression structure for the Normal (Technical) course was revised to

provide additional pathways for transfers to the Normal (Academic) course on a “lateral” basis, e.g. Sec 2N(T) to Sec 2N(A), to provide greater flexibility and choice to cater to the different abilities of N(T) students. The new system of lateral transfers replaced the provision for promotion from Sec 4N(T) to Sec 5.

2004 The Singapore Sports School admitted its first batch of students. It is the first

Specialised Independent School offering an integrated academic and sports programme.

63


http://www.moe.gov.sg/media/press/2004/pr20040929a.htm

2005 NUS High School of Mathematics and Science, a Specialised Independent School admitted its first batch of students. NUS High aims to nurture well-rounded and world-ready scientific minds.

2007 NorthLight School, Singapore’s first Specialised School, was established to

better cater to students who can benefit from a more customised and vocational curriculum.

2008 The Special and Express Courses were merged into the Express Course to

recognise the diminishing differences between the two courses. 2008 The School of The Arts (SOTA) admitted its first batch of students. It is a

Specialised Independent School offering a dedicated development path for those who have interest and show early talent in the arts.

2008 Assumption Vocational Institute was re-modelled into the Assumption

Pathway School, Singapore’s second Specialised School. Like NorthLight School, it provides student who can benefit more from a hands-on and practical approach to learning.

2010 The School of Science and Technology (SST), a Specialised Independent

School admitted its first batch of students in 2010. It offers students a range of options in applied areas related to technology, media and design.

2013 Crest Secondary, the first Specialised School for Normal (Technical) (SSNT)

students, admitted its first batch of students. The school provides a customised curriculum to suit the learning needs of its students. It also works closely with the Institute of Technical Education (ITE) and industry partners to develop programmes and attachment opportunities for its students.

2014 Spectra Secondary, the second SSNT, admitted its first batch of students.

Post-Secondary Education

Pre-University 1969 Junior college education was introduced to improve the quality of education at

pre-university level. National Junior College was the first Junior College.

64

http://www.nushigh.edu.sg/academic-curriculum/nus-high-school-diploma



http://www.sota.edu.sg/docs/default-source/press-releases/press_release-2006-01-25.pdf?sfvrsn=2

http://www.moe.gov.sg/media/press/2008/03/assumption-pathway-school-to-s.php

http://www.moe.gov.sg/media/press/2008/03/new-school-of-science-and-tech.php

http://www.moe.gov.sg/media/press/2012/04/crest-secondary-school-to-prov.php

http://www.moe.gov.sg/media/press/2013/04/spectra-secondary-school-to-admit-students-from-2014.php

1979 A three-year Pre-University course was introduced to (i) provide an extra year for non-English stream students to upgrade their proficiency in the English Language and (ii) cater to students who require an extra year to suit their pace of learning.

1987 Centralised Institutes were introduced. Unlike Pre-U Centres, Centralised

Institutes have their own facilities. They offer the same A-Level courses as Junior Colleges, but with a greater emphasis on commerce subjects.

1995 Pre-U Centres were phased out due to falling demand. 2000 The A-Level commerce course in Junior Colleges was phased out because

the polytechnics already offer a commerce course and can take in more students than before.

2004 The Integrated Programme (IP) was introduced to provide academically strong

students with an enriched curriculum beyond academic content. IP students can progress to JC without taking the O-Levels.

Polytechnic 1954 Singapore Polytechnic was established to meet the manpower needs of

industrialisation. 1963 Ngee Ann College was inaugurated as an independent college. It later became

Ngee Ann Technical College in 1968 and then Ngee Ann Polytechnic in 1981. 1990 Temasek Polytechnic, Singapore’s third polytechnic, was established to cater to

the growing number of people opting for polytechnic education, and helped widen the range of courses to meet industry needs. It was the first major tertiary institution in the east.

1992 Nanyang Polytechnic, Singapore’s fourth polytechnic, was established and

enrolled its pioneer batch of students in its School of Health Sciences and School of Business Management. The courses offered were new options at the diploma level at that time.

2002 Republic Polytechnic, Singapore’s fifth polytechnic, was established to cater to the need for increased capacity for pre-employment training. It admitted its first batch of students in 2003.

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http://www.moe.gov.sg/media/speeches/2002/sp24072002a.htm

2006 Polytechnic admission criteria were broadened to recognise a wider range of aptitudes and talents other than academic achievements, with the introduction of the Joint Polytechnic Special Admissions Exercise in 2006 and Direct Polytechnic Admission Exercise in 2007.

2013 The one-year Polytechnic Foundation Programme (PFP) was rolled out to

provide an alternative education pathway to prepare students who had performed very well in their N-Level exam for entry into relevant polytechnic diploma courses.

Institute of Technical Education 1958 The Adult Education Board (AEB) was established to promote education for

adult after the end of Second World War. 1961 Vocational schools were introduced to provide two-year vocational courses for

over-age primary school leavers who did not qualify for admission to secondary schools. By 1969, these were eventually merged with academic schools, converted to vocational institutes (VIs), or phased out due to falling demand.

1964 The Singapore Vocational Institute was established as the first Vocational

Institute (VI) to prepare premature school leavers and O-level holders for post-secondary technical education or employment. By 1979, the rapidly growing pace of industrialisation saw the establishment of 12 more Vocational Institutes (VIs).

1969 The Singapore Technical Institute (STI) was established to meet the industry’s

requirement for industrial technicians. STI’s courses helped bridge the gap between the trade courses offered in the VIs, and the three-year technician diploma courses at Singapore Polytechnic and the Ngee Ann Technical College.

1973 The Industrial Training Board (ITB) was established to centralise, co-ordinate

and promote all forms of skills training both in education and in the industry itself. 1979 The Vocational & Industrial Training Board (VITB) was established as a

statutory board as a result of a merger of AEB & ITB, and took charge of the VIs. 1992 The VITB was restructured into the Institute of Technical Education (ITE).

The primary role of ITE was to ensure that its graduates had technical knowledge and skills that were relevant to industry. ITE was also the national authority for the setting of skills standards and the certification of skills in Singapore.

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https://www.moe.gov.sg/news/press-releases/more-pathways-for-secondary-school-students

2005 ITE implemented the ‘One ITE System, Three Colleges’ model which saw the restructuring of the 10 ITE institutes into three regional colleges.

2008 The Direct-Entry Scheme to Higher Nitec Programme (DES) was launched as

an alternative pathway for Secondary 4 Normal (Academic) students. Under the DES, students who complete their GCE N(A)-Level exams can progress to Higher Nitec courses directly instead of taking the GCE O-Level exams at Sec 5.

2013 The Direct-Entry Scheme to Polytechnic Programme (DPP) replaced the

DES. It allows selected students who have completed their GCE N(A)-Level exams to progress directly to a Higher Nitec programme in ITE, and subsequently to a related polytechnic diploma course.

University Education 1956 Nanyang University (Nantah or NU) admitted its first batch of students. It

was formed in response to greater demand for higher education in the Chinese language medium.

1962 The University of Singapore (SU) was set up after its split from the University of

Malaya. 1980 The National University of Singapore (NUS) was established with the merger

of SU and NU. It promoted English as Singapore's main language. 1981 The Nanyang Technological Institute (NTI) was established to produce

practice-oriented programmes for engineers who wished to concentrate on application. NTI admitted its first batch of students in 1982.

1991 The NTI was re-constituted to Nanyang Technological University (NTU) to

increase the number of university places. 2000 The Singapore Management University (SMU) was established as

Singapore’s first Autonomous University. SMU was set in a city campus to facilitate a closer nexus with businesses in its degree and executive programmes.

2005 Duke-NUS Medical School (Duke-NUS) was established as a collaboration

between NUS and Duke University. As our only graduate medical school, it adds diversity to the medical education landscape and provides an avenue to train clinician-scientists.

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2005 SIM University (UniSIM) was established as a private university dedicated to

adult learners. It began offering publicly-subsidised part-time undergraduate degree programmes in 2008, and publicly-subsidised full-time degree programmes in 2014.

2009 The Singapore Institute of Technology (SIT) was established to provide an

improved upgrading pathway for polytechnic graduates to obtain industry-relevant degrees offered in partnership with overseas universities. It admitted its first batch of students in 2010.

2009 The Singapore University of Technology and Design (SUTD) was

incorporated in collaboration with the Massachusetts Institute of Technology and Zhejiang University. It admitted its first batch of students in 2012.

2010 The Lee Kong Chian School of Medicine (LKCMedicine) was established as

Singapore’s third medical school, as a collaboration between NTU and Imperial College London. It admitted its first batch of students in 2013.

2011 Yale-NUS College (YNC) was established as a collaboration between NUS and

Yale University to offer a liberal arts education, integrating the best of Western and Asian intellectual traditions. It admitted its first batch of students in 2013.

2014 SIT attained the status of Autonomous University and further added to the

diversity of the university landscape in Singapore by pioneering a new applied degree pathway along with SIM University (UniSIM). SIT launched its own degree programmes in Accountancy, Infocomm Technology and Sustainable Infrastructure Engineering (Land), and UniSIM launched its first full-time degree programmes in Accountancy, Finance, Marketing and Human Resource Management.

. . . . .

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CLASSIFICATION OF COURSES (ITE)

CLASSIFICATION OF NATIONAL ITE CERTIFICATE (NITEC) PROGRAMMES (2015)

1.

ENGINEERING

Nitec in Aerospace Avionics Nitec in Aerospace Machining Technology Nitec in Aerospace Technology Nitec in Automotive Technology (Heavy Vehicles) Nitec in Automotive Technology (Light Vehicles) Nitec in Electrical Technology Nitec in Electrical Technology (Lighting & Sound) Nitec in Electrical Technology (Power & Control) Nitec in Facility Technology Nitec in Facility Technology (Air-Conditioning & Refrigeration) Nitec in Facility Technology (Landscaping Services) Nitec in Facility Technology (Mechanical & Electrical Services) Nitec in Facility Technology (Vertical Transportation) Nitec in Laser & Tooling Technology Nitec in Machine Technology Nitec in Mechanical Technology Nitec in Mechatronics Nitec in Mechatronics (Automation Technology) Nitec in Medical Manufacturing Technology Nitec in Rapid Transit Technology

2.

ELECTRONICS & INFOCOMM TECHNOLOGY

Nitec in Digital Audio & Video Production Nitec in Electronics Nitec in Electronics (Broadband Technology & Services) Nitec in Electronics (Computer & Networking) Nitec in Electronics (Display Technology) Nitec in Electronics (Instrumentation) Nitec in Electronics (Microelectronics) Nitec in Electronics (Mobile Devices) Nitec in Info-Communications Technology (Cloud Computing) Nitec in Info-Communications Technology (Mobile Networks & Applications) Nitec in Info-Communications Technology (Networking & Systems Administration) Nitec in Mobile Systems & Services Nitec in Security Technology Nitec in Semiconductor Technology Nitec in Social Media & Web Development

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3.

DESIGN & MEDIA

Nitec in Digital Animation Nitec in Fashion Apparel Production & Design Nitec in Interactive Media Design Nitec in Product Design Nitec in Space Design (Architecture) Nitec in Space Design (Interior & Exhibition) Nitec in Visual Communication Nitec in Visual Effects

4.

BUSINESS & SERVICES

Nitec in Attractions Operations Nitec in Beauty & Wellness Nitec in Business Services Nitec in Finance Services Nitec in Fitness Training Nitec in Floristry Nitec in Hair Services (Hair & Scalp Therapy) Nitec in Hair Services (Hair Fashion & Design) Nitec in Retail Services Nitec in Travel & Tourism Services

5.

APPLIED & HEALTH SCIENCES

Nitec in Applied Food Science Nitec in Chemical Process Technology Nitec in Chemical Process Technology (Biologics) Nitec in Chemical Process Technology (Petrochemicals) Nitec in Chemical Process Technology (Pharmaceuticals) Nitec in Chemical Process Technology (Process Instrumentation) Nitec in Community Care & Social Services Nitec in Nursing Nitec in Opticianry

6.

HOSPITALITY

Nitec in Asian Culinary Arts Nitec in Food & Beverage Operations Nitec in Pastry & Baking Nitec in Western Culinary Arts

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CLASSIFICATION OF DIPLOMA AND HIGHER NATIONAL ITE CERTIFICATE (HIGHER NITEC) PROGRAMMES (2015)

1.

ENGINEERING

Technical Engineer Diploma in Automotive Engineering Technical Engineer Diploma in Machine Technology Higher Nitec in Advanced Manufacturing Higher Nitec in Aerospace Engineering Higher Nitec in Civil & Structural Engineering Design Higher Nitec in Electrical Engineering Higher Nitec in Engineering with Business Higher Nitec in Facility Management Higher Nitec in Facility Systems Design Higher Nitec in Marine Engineering Higher Nitec in Marine Offshore Engineering Higher Nitec in Marine & Offshore Technology Higher Nitec in Mechanical Engineering Higher Nitec in Mechatronics Engineering Higher Nitec in Offshore & Marine Engineering Design Higher Nitec in Process Plant Design Higher Nitec in Rapid Transit Engineering

2.

ELECTRONICS & INFOCOMM TECHNOLOGY

Higher Nitec in Broadcast & Media Technology Higher Nitec in Business Information Systems Higher Nitec in Cyber & Network Security Higher Nitec in e-Business Programming Higher Nitec in Electronics Engineering Higher Nitec in Games Art & Design Higher Nitec in Games Design & Development Higher Nitec in Games Programming & Development Higher Nitec in Information Systems Quality Higher Nitec in Information Technology Higher Nitec in Mobile Unified Communications Higher Nitec in Network Security Technology Higher Nitec in Security System Integration Higher Nitec in Wireless Technology

3.

BUSINESS & SERVICES

Higher Nitec in Accounting Higher Nitec in Banking Services Higher Nitec in Beauty & Spa Management Higher Nitec in Business Studies (Administration) Higher Nitec in Business Studies (Event Management) Higher Nitec in Business Studies (Service Management) Higher Nitec in Business Studies (Sport Management) Higher Nitec in Community Sport & Recreation Management Higher Nitec in Early Childhood Education Higher Nitec in Event Management Higher Nitec in Human Resources & Administration Higher Nitec in Leisure & Travel Operations Higher Nitec in Logistics for International Trade Higher Nitec in Passenger Services Higher Nitec in Retail Merchandising Higher Nitec in Service Management

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Higher Nitec in Shipping Operations & Services Higher Nitec in Sport Management

4.

APPLIED & HEALTH SCIENCES

Higher Nitec in Biotechnology Higher Nitec in Chemical Technology Higher Nitec in Paramedic & Emergency Care Higher Nitec in Paramedic & Emergency Care and Nitec in Nursing (Dual Certification)

5.

DESIGN & MEDIA

Higher Nitec in Filmmaking (Cinematography) Higher Nitec in Interactive Design Higher Nitec in Performance Production Higher Nitec in Space Design Technology Higher Nitec in Visual Merchandising

6.

HOSPITALITY

Technical Diploma in Culinary Arts Higher Nitec in Hospitality Operations

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CLASSIFICATION OF COURSES 2015 (POLYTECHNIC)1

1.

APPLIED ARTS

Animation Animation & 3D Arts Apparel Design & Merchandising Communication Design Design for Interactivity Design for User Experience Digital Animation Digital Film & Television Digital Game Art & Design Digital Media Design (Animation) Digital Media Design (Games) Digital Media Design (Interaction Design) Digital Visual Effects Experience & Product Design Film, Sound & Video Game Design Games Design & Development Industrial Design Interaction Design Interactive Media Design Interior Architecture & Design Interior Design Media Production & Design Motion Graphics & Broadcast Design Moving Images Music & Audio Technology New Media Product and Industrial Design Retail & Hospitality Design Sonic Arts Space & Interior Design Visual Communication Visual Communication & Media Design Visual Effects & Motion Graphics

2.

ARCHITECTURE, BUILDING & REAL ESTATE

Architecture Environment Design Hotel & Leisure Facilities Management Integrated Facility Management Landscape Architecture Landscape Design & Horticulture Real Estate Business Sustainable Urban Design & Engineering

3.

BUSINESS & ADMINISTRATION

Accountancy Accountancy & Finance Accounting & Finance

1 Courses with the same name could be classified under more than one category depending on the specific programme offered by the polytechnic.

73

Arts Business Management Arts & Theatre Management Banking & Finance Banking & Financial Services Business Business Administration Business Innovation & Design Business Management Business and Social Enterprise Business Studies Business/Logistics & Operations Management/Marketing Customer Relationship & Service Management Consumer Behaviour & Research Financial Informatics Fund Management & Administration Hospitality & Tourism Management Hotel & Hospitality Management Human Resource Management with Psychology International Business International Logistics & Supply Chain Management International Supply Chain Management Integrated Events & Project Management Integrated Events Management Leisure & Events Management Leisure & Resort Management Logistics & Operations Management Marketing Retail Management Social Enterprise Management Supply Chain Management Technology & Arts Management Tourism & Resort Management

4.

EDUCATION

Child Psychology & Early Education Early Childhood Education Early Childhood Studies

5.

ENGINEERING SCIENCES

Aeronautical Engineering Aeronautical & Aerospace Technology Aerospace Avionics Aerospace Electronics Aerospace Engineering Aerospace Systems & Management Aerospace Technology Aerospace/Mechatronics Programme Audio-visual Technology Automation & Mechatronic Systems Bioengineering Biologics & Process Technology Biomedical Electronics Biomedical Engineering Biomedical Informatics & Engineering Business Process & Systems Engineering Chemical Engineering

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Chemical & Biomolecular Engineering Chemical & Green Technology Chemical & Pharmaceutical Technology Civil Engineering with Business Clean Energy Clean Energy Management Common Engineering Programme Computer Engineering Digital and Precision Engineering Digital Entertainment Electronics Electrical Engineering Electrical Engineering with Eco-Design Electrical & Electronic Engineering Electrical & Electronic Engineering Programme Electronics Electronic & Computer Engineering Electronics, Computer & Communications Engineering Energy Systems & Management Engineering with Business Engineering with Business Management Programme Engineering Science Engineering Systems Engineering Systems & Management Environmental & Water Technology Environmental Management & Water Technology Green Building & Sustainability Green Building Energy Management Industrial & Operations Management Info-Communications Info-communication Engineering & Design Information Communication Technology Manufacturing Engineering Marine Engineering Marine & Offshore Technology Mechanical Engineering Mechatronics Mechatronics Engineering Mechatronics/Aerospace Engineering Mechatronics & Robotics Media & Communication Technology Micro & Nanotechnology Microelectronics Nanotechnology & Materials Science Product Design & Innovation Renewable Energy Engineering

6.

HEALTH SCIENCES

Biomedical Science Dental Hygiene & Therapy Diagnostic Radiography Health Management & Promotion Health Services Management Healthcare Administration Health Sciences (Nursing) Nursing Nutrition, Health & Wellness

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Occupational Therapy Optometry Pharmaceutical Sciences Pharmacy Science Physiotherapy Radiation Therapy Sports & Exercise Sciences

7.

HUMANITIES & SOCIAL SCIENCES

Applied Drama & Psychology Chinese Studies Gerontological Management Studies Psychology Studies Social Sciences (Social Work)

8.

INFORMATION TECHNOLOGY

Big Data Management & Governance Business Applications Business Computing Business Enterprise IT Business Informatics Business Information Systems Business Information Technology Business Intelligence & Analytics Cyber & Digital Security Cyber Security & Forensics Digital Entertainment Technology (Games) Digital Forensics Digital Media Engineering Informatics Financial Business Informatics Financial Informatics Game & Entertainment Technology Game Design & Development Game Development & Technology Infocomm & Network Engineering Infocomm Security Management Information Security Information Security & Forensics Information Technology IT Service Management Interactive & Digital Media Interactive Media Interactive Media Informatics 3D Interactive Media Technology Mobile & Network Services Mobile Software Development Multimedia & Animation Multimedia & InfoComm Technology Network Systems & Security Telematics & Media Technology

9.

LAW

Law & Management

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10.

MASS COMMUNICATION

Advertising & Public Relations Chinese Media & Communication Communication & Information Design Communications & Media Management Creative Writing for TV & New Media Mass Communication Mass Media Management Media & Communication

11.

SCIENCE & RELATED TECHNOLOGIES

Applied Chemistry with Materials Science Applied Chemistry with Pharmaceutical Science Applied Food Science & Nutrition Baking & Culinary Science Biotechnology Chemical Engineering Consumer Science & Technology Environmental Science Food Science & Nutrition Food Science & Technology Marine Science & Aquaculture Materials Science Medicinal Chemistry Molecular Biotechnology Perfumery & Cosmetic Science Veterinary Bioscience Veterinary Technology

12.

SERVICES

Aviation Management Aviation Management & Services Civil Aviation Culinary & Catering Management Food & Beverage Business Maritime Business Nautical Studies Outdoor & Adventure Learning Restaurant and Culinary Operations Sport & Wellness Management Sports & Leisure Management Sports Coaching Tourism & Resort Management Wellness, Lifestyle and Spa Management

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CLASSIFICATION OF COURSES 2015 (LASALLE & NAFA) 1.


Arts Management

2.

DESIGN & APPLIED ARTS

Advertising Animation 3D Design Design Communication Design (Furniture and Spatial) Design (Interior and Exhibition) Design (Landscape and Architecture) Design (Object and Jewellery) Design & Media Fashion Fashion Design Fashion Merchandising & Marketing Foundation Visual Studies Graphic Communication Illustration Design with Animation Interior Design Product Design

3.

FINE & PERFORMING ARTS

Art Teaching Audio Production Dance Fine Arts Music Music Teaching Performance Technical & Production Management Theatre Theatre (English Drama) Theatre (Mandarin Drama)

4.

MEDIA PRODUCTION

Broadcast Media Screen Media

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CLASSIFICATION OF COURSES 2015 (UNIVERSITY)

1.

ACCOUNTANCY

Accountancy Accountancy & Business Business Administration (Accountancy)

2. ARCHITECTURE, BUILDING & REAL ESTATE

Architecture Architecture & Sustainable Design (SUTD) Project & Facilities Management Real Estate

3.


Business Business Administration Business & Computer Engineering Business & Computing Business Management Finance Hospitality Business Human Resource Management Marketing

4.

DENTISTRY

Dentistry

5.

EDUCATION

Arts (Education) Science (Education) Early Childhood Education

6.

ENGINEERING SCIENCES

Aeronautical Engineering Aerospace Engineering Aerospace Systems Bach of Engineering (SUTD) Bioengineering Chemical & Biomolecular Engineering Chemical Engineering Civil Engineering Common Engineering Computer Engineering Electrical & Electronic Engineering Electrical Engineering Electrical Engineering & Information Technology Electrical Power Engineering Engineering Engineering & Economics Engineering Science Programme Environmental Engineering Industrial & Systems Engineering Marine Engineering Materials Engineering Materials Science & Engineering Mechanical Design Engineering

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Mechanical Design & Manufacturing Engineering Mechanical Engineering Mechatronics Naval Architecture Offshore Engineering Pharmaceutical Engineering Renaissance Engineering Sustainable Infrastructure Engineering (Building Services) Sustainable Infrastructure Engineering (Land) Systems Engineering (ElectroMechanical Systems) SUTD-SMU DDP in Technology and Management

7.

FINE & APPLIED ARTS

Art, Design and Media Communication Design Digital Art and Animation (BFA) Game Design Industrial Design Interior Design Music

8.

HEALTH SCIENCES

Biomedical Sciences Diagnostic Radiography Nursing Occupational Therapy Pharmacy Physiotherapy Radiation Therapy

9.

HUMANITIES & SOCIAL SCIENCES

Arts & Social Science Chinese Criminology &Security Economics English History Liberal Arts (Yale-NUS College) Linguistics & Multilingual Studies Philosophy Psychology Public Policy & Global Affairs Social Sciences Sociology

10.

INFORMATION TECHNOLOGY

Business Analytics Computer Science Computer Science and Game Design Computer Science in Real-Time Interactive Simulation Computing Computing Science Information and Communications Technology (Information Security) Information and Communications Technology (Software

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Engineering) Information Engineering & Media Information Systems Management

11.

LAW

Graduate LL.B. Programme Law

12.

MASS COMMUNICATION

Communication Studies

13.

MEDICINE

Medicine Bachelor of Medicine & Bachelor of Surgery

14.

NATURAL, PHYSICAL & MATHEMATICAL SCIENCES

Applied Science Bachelor of Science (SUTD) Biological Sciences Chemistry & Biological Chemistry Environmental Earth Systems Science Environmental Studies (Bio) Environmental Studies (Geog) Food & Human Nutrition Mathematics & Economics Mathematical Sciences Physics & Applied Physics Science

15.

SERVICES

Culinary Arts Management Maritime Studies Sport Science & Management

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Produced byManagement Information Branch

Research and Management Information Division

Ministry of Education Singapore

October 2016

ISSN 0218-1134

Documents

Education Statistics Digest 2016 - MOE · PREFACE . We are pleased to present the 2016 edition of the Education Statistics Digest. The Digest provides basic statistical information